Lisa-Marie Karlsen

• Lekhal, Ratib; Drugli, May Britt; Karlsen, Lisa-Marie; Lydersen, Stian & Buøen, Elisabet Solheim (2023). Does thrive by three, a quality-building intervention in childcare centres, strengthen children’s language skills? European Early Childhood Education Research Journal. ISSN 1350-293X. p. 1–16. doi: 10.1080/1350293X.2023.2260131. Full text in Research Archive Show summary

  This study examined the effectiveness of the Thrive by Three intervention for 1- to 3-year-old’s language development. Data from 78 childcare centres, 187 toddler classrooms, and 1561 children (91.4% native Norwegian) were included. Results revealed that children in the intervention group had slightly steeper language development than those in the control group, but the difference was not statistically significant. Since previous studies find language stimulation in childcare to differ based on gender, we also examined if the Thrive by Three intervention affected boys and girls differently. We found that effects of the intervention were only present for girls’ language development. Girls in the intervention group had an increase of 17 more words from baseline to post-intervention than those in the control group. There was no statistical difference in change of boys’ language development between the intervention and control group. Results are discussed in light of theories and literature that may explain our findings.

• Karlsen, Lisa-Marie; Rydland, Veslemøy; Buøen, Elisabet Solheim; Vandell, Deborah Lowe & Lekhal, Ratib (2023). The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers. Journal of Early Childhood Research. ISSN 1476-718X. doi: 10.1177/1476718X231195708. Full text in Research Archive Show summary

  The use of standardized assessment tools for the evaluation of quality in early childhood education and care (ECEC) is on the rise, yet a greater understanding of the applicability of these tools across contexts is still needed. This study investigates the factor structure of two assessment tools, the Classroom Assessment Scoring System Pre-K (CLASS) and Mature Play Observation Tool (MPOT) in a free-play focused context serving high numbers of children with diverse language backgrounds in Norway. The study also evaluates the extent to which these tools complement each other to create a more comprehensive understanding of children’s experiences in ECEC in this context. Using confirmatory factor analyses, our results from a sample of 125 multi-ethnic ECEC groups in Norway show a good fit for the two-factor (i.e., adult- and child-focused) model proposed by the authors of MPOT. In line with previous research, the three-factor (i.e., emotional support, classroom organization, and support for learning) model of CLASS required post hoc modifications, resulting in a marginally acceptable model fit. Overall, our findings provide evidence that the original factor structures of these tools can be modeled in urban ECEC centers in Norway, and using these tools provides different insights into children’s ECEC experiences.

• Lekhal, Ratib & Karlsen, Lisa (2021). Bullying of students who receive special education services for learning and behaviour difficulties in Norway. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2021.1991487. Full text in Research Archive
• Karlsen, Lisa & Lekhal, Ratib (2019). Practitioner involvement and support in children’s learning during free play in two Norwegian kindergartens. Journal of Early Childhood Research. ISSN 1476-718X. 17(3), p. 233–246. doi: 10.1177/1476718X19856390. Full text in Research Archive Show summary

  This research focuses on how practitioners in two Norwegian kindergartens interact with children during free play. The purpose of the study is to draw attention to the way the practitioners supported children’s learning through their interactions with children during free play. Through naturalistic observations of 17 practitioners, results revealed that while more than half of the day in both settings consisted of free play activities (60%), practitioners spent a significant amount of this time completely away from play situations (45.5% of free play). Of the remaining time, practitioners spent 34 percent of free playtime supporting children’s learning through joining in, commenting, instructing, or helping.

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• Karlsen, Lisa-Marie (2022). Play assessment in Norwegian Preschools.
• Karlsen, Lisa-Marie; Lekhal, Ratib; Rydland, Veslemøy & Buøen, Elisabet Solheim (2022). Play practices and the applicability of a new play assessment tool in Norwegian preschools.
• Karlsen, Lisa-Marie; Lekhal, Ratib; Rydland, Veslemøy & Buøen, Elisabet Solheim (2022). Play practices and the applicability of a new play assessment tool in Norwegian preschools.

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