Knowing-with-snow in an outdoor kindergarten

Bartnæs, Pernille; Myrstad, Anne Marit

doi:10.23865/jased.v6.3012

Cited by 4 publications

(2 citation statements)

References 27 publications

(36 reference statements)

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“…Bodily movement can be considered a crucial part of children's allaround develop ment and is fundamental for play, exploration, learning, care, and formative devel opment (Bartnaes & Myrstad, 2022). To address this, we found inspiration in an ontological view that accounts for embodied living and movement as a fundamental part of children's navigation and meaning making in the world and the importance of childsensitive pedagogy through movement.…”

Section: Conceptualizing Bodily Movementsmentioning

confidence: 99%

Children’s movement according to the Norwegian framework plan: A document analysis

Grindheim

Schei²,

Ødegaard³

2022

JASED

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In this study, the use of the term movement in the Framework Plan for the Content and Tasks of Kindergartens (hereinafter, the “framework plan”) was investigated. Movement is understood as crucial for the core values in the framework plan, as it creates the base for children’s play, exploration, learning, care, and formative development. Through a document analysis, this enquiry examined whether the use of the term movement in the framework plan supports the steering document’s focus on the intrinsic value of childhood. This enquiry was guided by the research question, “How is the term movement outlined and used in the Framework Plan for the Content and Tasks of Kindergartens?” The analysis consisted of a word search, identifying how often, when, and in relation to what the term was used. Furthermore, this article discusses the implications of the use of the term for the underlying understanding of movement in children’s lives. We postulated that providing a clearer rationale for meeting, celebrating, and working with different approaches to movement in the framework plan could create a more substantial base for didactic designs and further research focusing on movement not only as motor skills but also as exploration, participation, communication, and a kinesthetic way of understanding oneself and one’s surroundings.

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Section: Conceptualizing Bodily Movementsmentioning

confidence: 99%

Children’s movement according to the Norwegian framework plan: A document analysis

Grindheim

Schei²,

Ødegaard³

2022

JASED

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show abstract

“…In child-ren-hood studies, the weather world has often been left aside from ideas and thinking further. Fortunately, in educational research, a change is happening (Bartnæs and Myrstad, 2022; Rautio and Stenvall, 2018), attuning us to how the wind, lack of sun, snow, temperature and surfaces of the earth (Ingold, 2015) might affect childeren. Ingold (2011) writes of the inhabited world being constituted by the flows of dynamic earth, weather and atmosphere.…”

Section: “Jeg Skal Sjekke”: Lines Of Buggy-wayfaring Data-ingmentioning

confidence: 99%

“Jeg skal sjekke”: Urban buggy-wayfaring and adventurous lines with data-ing and reconfigurations of children

Waterhouse

Otterstad

Boucher

2022

Contemporary Issues in Early Childhood

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In this article, the authors experiment with data-ing as a methodology, and wonder how three researchers—two in Oslo (Norway) and one in Melbourne (Australia)—can come closer to-with the research material by following and buggy-walking a young wayfarer in urban spaces and places. The ideas of not knowing and experimenting, making-with urban landscapes, transportation, materials, sounds, surfaces, bodily movements, minor gestures, and haptic engagement, transform their thinking about data-ing as research-creation while traveling and walking the city with a buggy and a young wayfarer's adventure. Their experimental method uses smartphones and digital technology, and the methodological contours in this article are attuned to and engage in and with multiple surfaces of an urban city landscape. Lines and threads transform into traces and create surfaces, and lines transforming into threads dissolve surfaces. The authors create city maps and investigate what digital tools, social media, and a chat service can generate and unfold when wayfaring locally and talking and writing across continents. Their project follows two layers—doing data-ing as research-creation and wayfaring. To do data-ing as collective open-ended productions among researchers invites one to ask what happened and what might occur temporally in cities as minor gestures here and there. The bodily movement offered by an urban wayfarer invites the authors to speculate with what the phenomenon of an investigator, an artist, a maker, a runner, or an activist can unfold in the moments to come.

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Story-Driven Embodied Play: Empowering Young Children’s Agency in Science Learning

Cho

2023

Early Childhood Educ J

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Knowing-with-snow in an outdoor kindergarten

Cited by 4 publications

References 27 publications

Children’s movement according to the Norwegian framework plan: A document analysis

Children’s movement according to the Norwegian framework plan: A document analysis

“Jeg skal sjekke”: Urban buggy-wayfaring and adventurous lines with data-ing and reconfigurations of children

Story-Driven Embodied Play: Empowering Young Children’s Agency in Science Learning

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