Det er viktig å studere vennskap fordi vennskap betyr mye for barn -uavhengig av hvordan begrepet defineres (Greve, 2007, Dunn, 2004. Vennskap skaper begeistring og spenning, glede og engasjement så vel hos barn som hos voksne. Venner er personer vi liker, som vi har glede av å vaere sammen med og som vi stoler på. Men vennskap handler også om forhandlinger, om å bli forrådt, om sjalusi og intriger, med andre ord handler vennskap om kvaliteten i barns liv (Dunn, 2004).I tillegg til å ha en verdi i seg selv fremmer vennskapsrelasjoner mellom barn evnen til kommunikasjon og følelsen av tilknytning og identitet (Corsaro, 1985;Frønes, 1994;Howes, 1996;Ytterhus, 2002). Enkelte hevder at det er grunn til å tro at barn som av ulike årsaker ikke knytter vennskapsrelasjoner i førskolealderen, kan risikere å få atferdsproblemer og feiltilpasninger bå-de i puberteten og i tidlig voksen alder (Vedeler, 2000). Barnepsykiater Niels Bilenberg (1999) støtter denne påstanden. Han har gjennomført Vennskap mellom de yngste barna i barnehagen Anne Greve Høgskolen i Oslo, Norge Abstrakt: Vennskap er både et fenomen og en begrepsmessig konstruksjon, som man kan hevde er problematisk for en utenforstående å observere. Med utgangspunkt i et livsverdensfenomenologisk perspektiv har jeg studert hvordan vennskap mellom små barn kan komme til uttrykk. Artikkelen tar utgangspunkt i min doktorgradsavhandling (Greve, 2007) der jeg har studert vennskap mellom toåringer. Sentrale stikkord her er: Et felles vi, møtet og kommunikasjonen i møtet, å skape mening sammen, og til sist humor. Dernest ønsker jeg å se i hvilken grad de samme uttrykksmåtene kan observeres mellom ettåringer. Dette er en del av min pågående Post doc studie, og må derfor anses å vaere foreløpige funn.
This article explores the nature of teachers' involvement in child-managed play. We approached this didactic issue through analysis of interactional situations in a kindergarten and an after-school program and by drawing on relational theory and the concept of "pedagogical tact". Qualitative material was gathered from observations and video recordings of children and their teachers in the kindergarten and the after-school program and interactional situations were analysed. The findings show that in both institutions, teachers' involvement follows three main approaches: surveillance, an initiating and inspiring approach, and a participating and interactional approach. Whether surveillance is based on judgments about safety or about rules, it seems to hamper the children's play. Children in both institution types seem to like when teachers' involvement included the initiation of new activities. Such activities often transform into child-managed play. Teachers' inspiring communications and interactions were also characterised by recognition and acknowledgement and this approach appeared to promote child-managed play. It seems important that a surveillance approach does not overshadow an initiating and inspiring approach or a participating and interactional approach in interactional situations through which teachers act with pedagogical thoughtfulness and tact.
This article is a contribution to a discussion concerning the content of Norwegian early childhood education and care institutions. Based upon re-analyses of qualitative material from two PhD-projects, Vennskap mellom små barn i barnehagen (Greve, 2007) and Revelations in bodily play (Løndal, 2010), we investigate the significance of play for learning. The investigation shows that play creates interactions between the children and their surroundings that generates learning in a broad sense. Such learning appears to have crucial significance for further play, and is experienced as very important by the children.
The aim of this article is to provide a review of research on the youngest children (0-3) in Norwegian kindergartens. The review deals with research from the last two decades. The article also discusses critical initiatives related to implications of the research findings, and points in conclusion to some challenges of the role of research in politics. Keywords Research Á Early childhood education and care Á PoliticsRésumé Le but de cet article est de fournir une revue de la recherche sur les enfants les plus jeunes (0-3 ans) dans les jardins d'enfants norvégiens. La revue porte sur la recherche des deux dernières décennies. L'article discute également des initiatives cruciales liées aux implications des résultats de la recherche et souligne en conclusion certains défis relatifs au rôle de la recherche en politique.Mots-clés Recherche Á L'éducation de la petite enfance Á Politique Resumen El objetivo de este artículo es ofrecer una revisión de la investigación en los niños más joven (0-3) en los jardines infantiles de Noruega. La revisión se refiere a las investigaciones de las últimas dos décadas. El artículo también analiza iniciativas críticas relacionadas a las implicancias de los resultados de las
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