The Transfer of Fröbel’s Pedagogy of Kindergarten and Play to the United States

Wasmuth, Helge

doi:10.4324/9780429059278-12

Cited by 2 publications

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“…Critical feminist research focuses on care as an integral aspect of relationships that shape practices and philosophies, and the interrelationships and dependencies between teachers, young children and families in their settings. Care here, for example, is variously seen as maternalism, as reflecting a kind of teacherly love (Aslanian, 2015; Barnes, 2019; Langford and White, 2019; Moss, 2010), and as fundamental to shaping influential pedagogical movements (Campbell and Speldewinde, 2019; Knight, 2011; Moss, 2016; Wasmuth, 2020). The notion of care is frequently conceptualised as an ethics of care (Noddings, 2003) with moral implications, and as a form of labour, where it raises questions of equity, power and social responsibility (Rosen, 2019).…”

Section: Everything That We Domentioning

confidence: 99%

Diffracting relationalities in early years pedagogies of care

Arndt

2020

Global Studies of Childhood

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This diffractive disruption of care in early years settings and pedagogies opens up to a provocation that perhaps we don’t know care at all. Driven by Puig de la Bellacasa’s questioning of the notion of care as not solely a human-only matter and applying that in relation to the early years, it explores what it might mean when we cannot know all that cares or is cared for when we include more-than-human elements and factors, and when what is care remains to a large extent uncertain. Explicating the complexity of care in the early years assemblage, the paper uses a philosophical diffractive reading as a method of turning and re-turning to emphasise the non-linearity and fluidity between the doing, receiving and thinking about care in a human and more-than-human world. It urges a push beyond expected understandings of care and thus also pedagogies, culminating in potentialities that re-view a world in which things and beings are increasingly recognised as crucial, influential and potentially care-ing.

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Section: Everything That We Domentioning

confidence: 99%

Diffracting relationalities in early years pedagogies of care

Arndt

2020

Global Studies of Childhood

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“…The Norwegian ECEC curriculum (NDET, 2017) is process oriented, and loosely structured around subject areas with the aim to ensure many and varied opportunities for childinitiated play, physical exercise, and social interactions with peers and staff (Kragh-Müller, 2017). The play-based structure of Norwegian kindergartens is rooted in Froebel's kindergarten concept from the late 1800's that viewed children as organisms in environments, and natural learners for whom learn ing occurs through care, and opportunities to engage with the environment (Wasmuth, 2020). Play, understood as voluntary and childinitiated, permeates children's lives in Nordic kindergartens (Kragh-Müller & Isbell, 2011).…”

Section: Norwegian Kindergartensmentioning

confidence: 99%

Climbing, Hiding and Having Fun: Schoolchildren’s Memories of Holistic Learning in a Norwegian Kindergarten

Aslanian

Andresen

Baasland

2020

nse

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Firmly planted in the Nordic tradition, policies that guide practice in Norwegian kindergartens emphasize a holistic approach that integrates care, play and learning and promotes well-being and development through relationships and experiences in the natural environment. While the holistic approach enjoys support both politically and within the profession, a political call for increased learning has resulted in a number of programs embracing school-based methods of learning infusing the field. The aim to increase learning has increasingly relied on a concept of learning that is the result of intentional pedagogic practice and high quality engagement between educators and children. This understanding of learning does not embrace learning related to children as biological beings in a vital phase of growth; that occurs outside of situations crafted to be learning situations. In this article, we address learning as a biological and social phenomenon, and consider how schoolchildren’s recollections of life in kindergarten can shed light on how and what children learn in the unique learning environments of Norwegian kindergartens. Our approach offers an opportunity to understand what holistic learning in ECEC can mean for children as biosocial beings.

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The Transfer of Fröbel’s Pedagogy of Kindergarten and Play to the United States

Cited by 2 publications

References 0 publications

Diffracting relationalities in early years pedagogies of care

Diffracting relationalities in early years pedagogies of care

Climbing, Hiding and Having Fun: Schoolchildren’s Memories of Holistic Learning in a Norwegian Kindergarten

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