Kristin Severinsen Spieler

• Spieler, Kristin Severinsen; Olsen, Anne Karin Vikstøl & Theil, Anne Louise (2026). Samisk innhold i barnehagen: Fra nasjonal forpliktelse til implementering. Nordisk barnehageforskning (NBF). 23(2), s. 185–203. doi: 10.23865/nbf.v23.889. Fulltekst i vitenarkiv Vis sammendrag

  Med tanke på den historiske og aktuelle betydningen av samisk kultur i norsk barnehagepraksis er det viktig å undersøke hvordan det arbeides med samisk innhold i ulike geografiske områder. Hensikten med denne studien er å få innsikt i hvilke refleksjoner og vurderinger som ligger til grunn for barnehagelæreres arbeid med samisk innhold i barnehager i Agder. Det ble benyttet refleksiv tematisk analyse av kvalitative spørreskjemabesvarelser. Barnehagelærernes vurderinger påvirkes av forholdet de har til den samiske kulturen, da dette har innvirkning på om arbeidet oppleves som meningsfullt. Manglende direkte kontakt med samisk kultur, forsterket av geografisk avstand og kunnskapsmangel, medfører at det i liten grad planlegges jevnlig for samisk innhold. Frykt for respektløshet og kulturell appropriasjon, kombinert med begrensede ressurser, bidrar til at andre kulturer prioriteres. Politiske krav og barnehagens daglige praksis skaper en balansegang mellom ambisjon og usikkerhet, og samisk innhold blir ofte begrenset til symbolske markeringer av nasjonaldagen med risiko for stereotypifisering. Implikasjoner for praksis og politikk inkluderer et behov for å styrke barnehagelærernes kompetanse og sikre tilstrekkelig pedagogdekning, samt utvikle gode, tilgjengelige ressurser for samisk innhold utover det som benyttes til feiring av nasjonaldagen. 

• Spieler, Kristin Severinsen; Engtrø, Randi; Pedersen, Lovise Lohne & Olsen, Anne Karin Vikstøl (2025). A Collaborative Online International Learning (COIL) Experience in Early Childhood Teacher Education. Education Sciences. 15(4). doi: 10.3390/educsci15040494. Fulltekst i vitenarkiv Vis sammendrag

  This study explores the use of Collaborative Online International Learning (COIL) as a pedagogical method to enhance intercultural competence among Early Childhood Teacher Education (ECTE) students, with an emphasis on Indigenous perspectives in Norway and Canada. Using qualitative focus group interviews with Norwegian students engaged in a COIL project with Canadian peers, this research identifies key pedagogical benefits and logistical considerations of this approach. The findings indicate that COIL enhances critical intercultural skills, such as cross-cultural communication and collaboration. This study highlights the necessity of establishing clear guidelines and objectives from the beginning, alongside active teacher participation, to foster a supportive environment that builds student confidence and autonomy. Additionally, COIL has broadened students’ understanding of cultural perspectives, which is valuable for their application in early childhood education settings. Ultimately, this study positions COIL as a valuable method for promoting intercultural collaboration and embedding Indigenous perspectives. This approach serves as a form of internationalization at home, preparing students to integrate diverse cultural insights into their professional roles in Early Childhood Education and Care.

• Spieler, Kristin; Olsen, Anne Karin Vikstøl & Engtrø, Randi (2025). Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience. Education Sciences. 15(5). doi: 10.3390/educsci15050615. Fulltekst i vitenarkiv Vis sammendrag

  This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic approach to interpret experiences and cultural reflections. These insights, analyzed systematically, demonstrated the COIL project’s effectiveness in facilitating intercultural dialogue, fostering intercultural competence, and encouraging self-reflection among participants. Participants developed invaluable skills for integrating Indigenous perspectives into future educational roles, supported by facilitation that enhanced cross-cultural dialogue and language skills. This study underscores the need for frameworks supporting sustained cultural engagement, acknowledging sample size limitations. Findings advocate for the broader integration of intercultural collaborations in strategies, emphasizing education that enhances cultural competence. Future research should expand with larger samples and varied cultures, using longitudinal studies to assess the impacts on professional development and optimize collaboration educational contexts.

• Olsen, Anne Karin Vikstøl; Kjær, Ingirid Geirsdatter Heald & Spieler, Kristin Severinsen (2024). Predictors of Professional Identity among Early Childhood Teacher Students. Education Sciences. 14(6). doi: 10.3390/educsci14060589. Fulltekst i vitenarkiv
• Spieler, Kristin (2024). Navigating Autonomy, Competence, and Relatedness: Insights from Middle Managers in Norway. Administrative Sciences. 14(5). doi: 10.3390/admsci14050102. Fulltekst i vitenarkiv
• Nome, Dag Øystein; Olsen, Anne Karin Vikstøl; Skreland, Lisbeth Ljosdal & Spieler, Kristin Severinsen (2021). Prosjektarbeid i barnehagen - mellom bekvemmelighet og medvirkning. Nordisk tidsskrift for pedagogikk og kritikk. 7, s. 273–286. doi: 10.23865/ntpk.v7.2615. Fulltekst i vitenarkiv
• Spieler, Kristin Severinsen & Nome, Dag Øystein (2021). Når faglig skjønn møter rammeplan. Barnehagefolk. ISSN 1500-6905. Fulltekst i vitenarkiv Vis sammendrag

  Det er ingen motsetning mellom å være lojal mot rammeplanen som styringsdokument og aktivt å lete etter et handlingsrom for kritisk fortolkning. Barnehagenes samfunnsmandat er nedfelt i loven og konkretisert i rammeplanen, men konkretiseringene er bevegelige og mulig å påvirke, slik også de ansattes arbeid med den bør være.

• Olsen, Anne Karin Vikstøl; Spieler, Kristin & Kovac, Velibor Bobo (2018). The role of individual processes and learning environment in the prediction of grades in a sample of Norwegian students. Cogent Education. 5(1), s. 1–16. doi: 10.1080/2331186X.2018.1542954. Fulltekst i vitenarkiv
• Spieler, Kristin & Kovac, Velibor Bobo (2017). Individual, Technological, and Organizational Predictors of Knowledge Sharing in the Norwegian Context. International Journal of Management, Knowledge and Learning. ISSN 2232-5107. 6(1), s. 5–26. Fulltekst i vitenarkiv
• Kovac, Velibor Bobo; Olsen, Anne Karin Vikstøl & Spieler, Kristin (2017). Prediction of college grades in the sample of Norwegian students, Proceedings of the3rd International Conference on Higher Education Advances. ITACA - Universitat Politècnica de València, Spain. ISSN 9788490485903. s. 399–404. Fulltekst i vitenarkiv

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• Nome, Dag Øystein; Spieler, Kristin Severinsen & Rønning, Grethe Steen (2021). Fra rammeplan til didaktisk praksis i barnehagen. Cappelen Damm Akademisk. ISBN 9788202673437. 149 s. Fulltekst i vitenarkiv

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• Spieler, Kristin Severinsen & Binfield-Skøie, Tina (2026). Institutionalized Progression of Sleep and Rest in Norwegian Kindergartens. Fulltekst i vitenarkiv Vis sammendrag

  This study examines how sleep and rest are constituted as a progressional organized institutional practice in Norwegian kindergartens, asking: How is the sleeping/resting child constructed in the Norwegian kindergarten context? Building on institutional logics (Gulløv, 2017) and previous research, sleep is discursively framed and governed through adult practices (Leirpoll, 2023; Gehret, 2021; Kuukka et al., 2024; Nothard et al., 2015). Ulla (2017) demonstrates that the sleeping child becomes a deviation from the ideal active, learning and productive child. We analyze the authors' self-experienced narratives from careers as ECEC teachers (Skilling & Stylianides, 2020). Three composite narratives reveal a patterned progression of sleep/rest. Ethical principles were followed, such as anonymization and critical reflections on the analytical prosess (Bertram et al., 2024). Because the authors themselves contributed with the narratives, consent was an implicit given. Our findings illustrate an institutional continuum of sleep/rest: from pram-sleeping to mattress-sleeping, from the individual sleeper to the mass rester, and from the sleeping child to the non-sleeping child. These transitions reflect institutional valuations of activity and productivity, and how adult governance and disciplinary practices shape children’s institutional routines of sleep/rest. The study highlights a potential disconnect between political intentions emphasizing children’s need to sleep/rest (Ministry of Education, 2017), and local enactments that may reinterpret or undermine those intentions, creating practices that conflict with children’s participation rights. Accordingly, political implications are that policymakers and practitioners should anticipate how policy language will be interpreted and operationalized locally to better align institutional practices with children’s rights and wellbeing.

• Engtrø, Randi; Olsen, Anne Karin Vikstøl & Spieler, Kristin Severinsen (2025). A Collaborative Online International Learning (COIL) Approach. Fulltekst i vitenarkiv
• Spieler, Kristin Severinsen; Olsen, Anne Karin Vikstøl & Engtrø, Randi (2025). Intercultural Dialogue on Indigenous Perspectives. Fulltekst i vitenarkiv
• Spieler, Kristin; Engtrø, Randi & Olsen, Anne Karin Vikstøl (2024). Internasjonalt samarbeid om urfolk - COIL. Fulltekst i vitenarkiv
• Engtrø, Randi; Olsen, Anne Karin Vikstøl & Spieler, Kristin Severinsen (2024). Internasjonalt samarbeid om urfolk. Fulltekst i vitenarkiv
• Spieler, Kristin; Olsen, Anne Karin Vikstøl & Engtrø, Randi (2024). Internasjonalt profesjonsrettet samarbeid om urfolk. Undervisning på tvers av kontinenter - COIL. Fulltekst i vitenarkiv
• Spieler, Kristin Severinsen; Olsen, Anne Karin Vikstøl & Kjær, Ingirid Geirsdatter Heald (2022). Professional Identity in Early Childhood Studies - the predictive value of influencing factors. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl; Spieler, Kristin; Kjær, Ingirid Geirsdatter Heald; Høigaard, Rune & Haugen, Tommy (2020). The Role of Learning Climate, Teacher Help and Support, and Academic Self-efficacy in the Prediction of Professional Identity. Fulltekst i vitenarkiv
• Olsen, Anne Karin Vikstøl; Spieler, Kristin & Kovac, Velibor Bobo (2017). Predicting college grades through a sample of Norwegian students. Fulltekst i vitenarkiv
• Myrann, Maria Kristianne & Spieler, Kristin (2017). Genuine dialogue in the light of democratic principles: Communication in collaboration between home and preschool. Fulltekst i vitenarkiv

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