Ingrid Pramling Samuelsson is professor and coordinator for early childhood education at the Department of Education, Göteborg University, Sweden. She has a background as a preschool teacher and got the first chair in early childhood education in Sweden in 1996. Her research mainly deals with how children create meaning and make sense of different aspects of the surrounding world, in the context of preschool (day care and kindergarten). Another research interest is teachers’ professional development. Professor Pramling Samuelsson has been consulted by the Ministry of Education, the National Agency for Education, and the Department of Social Welfare and Health concerning questions about children. She is also World president of OMEP (Organisation Mundiale pour l’Éducation Préscolaire). In 2005 she was both appointed Honorary doctor at Åbo Akademi, Finland and honoured with the Swedish Fridtjuv Berg Award. She also holds an UNESCO Chair in Early Childhood Education and Sustainable Development.
Sommer, D., Pramling Samuelsson, I. & Hundeide, K. (red.) (2010). Child perspectives and children's perspectives in theory and practice. Milton Keynes: Springer.
Hägglund, S. & Pramling Samuelsson, I. (2009). Early childhood education and learning for sustainable development and citizenship. International Journal of Early Childhood, 41(2), 49-63.
Pramling Samuelsson, I. & Fleer, M. (red.) (2009). Play and learning in early childhood settings: International perspectives. Vol. 1. New York: Springer Verlag.
Pramling Samuelsson, I., Asplund Carlsson, M., Olsson, B., Pramling, N. & Wallerstedt, C. (2009). The art of teaching children the arts: Music, dance, and poetry with children 2-8 years old. International Journal of Early Years Education, 17(2), 119-135.
Pramling Samuelsson, I. & Pramling, N. (2009). Children's perspectives as 'touch downs' in time: assessing and developing children's understanding simultaneously. Early Child Development and Care, 179(2), 205-216.
Pramling Samuelsson, I. & Sheridan, S. (2009). Preschool Quality and Young Children’s Learning in Sweden. International Journal of Child Care and Education Policy, 3(1), 1-11.
Pramling Samuelsson, I. & Asplund Carlsson, M. (2008). The playing learning child. Towards a pedagogy of early childhood. Scandinavian Journal of Educational research, 52(6), 623 - 641.
Pramling Samuelsson, I. & Asplund Carlsson, M. (2007). Spielend lernen. Stärkung lernmethodischer Kompetenzen. Troisdorf: Bildungsverlag EINS
Pramling, N. & Pramling Samuelsson, I. (2007). The prosaics of figurative language in preschool: Some observations and suggestions for research. Early Child Development and Care, 177(6-7), 707-717.
Johansson, E. & Pramling Samuelsson, I. (2006). Play and learning - inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47-65.
Pramling Samuelsson, I. & Sheridan, S. ; Williams, P. (2006). Five preschool curricula - comparative perspective. International Journal of Early Childhood, 38(1), 11-29.
Pramling Samuelsson, I. (2006). Teaching and Learning in Preschool and the First Years of Elementary School in Sweden. In Einarsdottir, J. & Wagner, J. T. (eds). Nordic Childhoods and Early Education. Philosophy, Research, Policy, and Practice in Denmark, Finland, Iceland, Norway, and Sweden, pp. 101-131. Greenwich, Connecticut: IAP Information Age Publishing.
Pramling Samuelsson, I. (2005). Can play and learning be integrated in a goal-orientated early childhood education? Early Childhood Practice: The Journal for Multi-Professional Partnerships, 7(1), 5-22.
Sandberg, A. & Pramling Samuelsson, I. (2005). An Interview Study of Gender Difference in Preschool Teachers’ Attitudes Toward Children's Play. Early Childhood Education Journal, 32(5), 297-305.