Ingvild Kristin Alfheim

Ingvild Kristin Alfheim is a Senior Lecturer at the Department of Kindergarten Teacher Education, Faculty of Teacher Education and International Studies, Oslo Metropolitan University. She is actively involved in research and teaching related to early childhood literacy, picture books, and inclusive educational practices.

• Position: Senior Lecturer
• Institution: Oslo Metropolitan University
• School: Faculty of Teacher Education and International Studies
• Department: Department of Kindergarten Teacher Education
• Role: Study leader area 5

Her research focuses on language learning in early childhood, particularly through literature and play. She explores how picture books can be used to address complex themes such as death, cultural diversity, and identity. Her work emphasizes inclusive reading practices and challenges dominant narratives in children's literature, especially regarding representations of Africa and other cultures.

The recent publications and presentations reveal a strong trend toward inclusive, critical, and transformative approaches to early literacy. Her work spans from analyzing picture book motifs to developing practical strategies for reading with the youngest children in kindergartens, schools, and libraries. She frequently collaborates with Cecilie Dyrkorn Fodstad and contributes to national and international research communities such as NERA and EECERA.

Her scientific dissemination includes participation in key conferences like the NERA Conference 2025 and EECERA 2024, where she presents on topics such as location as an educational tool, sustainable bodies in literature, and inclusive reading practices. These efforts reflect a commitment to both academic rigor and practical impact in early childhood education.

Selected Scientific Contributions:

• Co-author of The Youngest as Readers. Literature and Play (2023)
• Research on parody and representation in Rumpemelk fra Afrika (2017)
• Editor and contributor to Language Learning in the Last Year of Kindergarten (2018)
• Keynote and panel participation on taboos in children's literature

In addition to her publications, she mentors development work in kindergartens, emphasizing the importance of books in maintaining educational quality during staff transitions. She advocates for reading environments that span home, kindergarten, after-school programs, and school, promoting continuity in children's literacy journeys. Her work often bridges theory and practice, contributing to both academic discourse and pedagogical innovation in early childhood settings.