Knowing-with-snow in an outdoor kindergarten

Forfattere

  • Pernille Bartnæs UiT The Arctic University of Norway, Norway
  • Anne Myrstad UiT The Arctic University of Norway, Norway
DOI: https://doi.org/10.23865/jased.v6.3012

Sammendrag

This article highlights how reciprocal relationships between children and the environment can contribute to exploring understanding of children’s learning in the outdoor environment. We draw on data from a kindergarten in the northern part of Norway, where we have carried out fieldwork three hours a week from October to mid-May. During this period, the outdoor area was covered with snow of varying qualities. Snow and weather conditions are included as elements in a relational understanding, in which the environment is understood as open and dynamic – an interaction between past and present, between geography, materiality, people and the ‘more-than-human’. The learner and the environment are understood as an indivisible process, where different elements exercise a reciprocal influence on each other. Using Ingold’s concept of correspondence, we explore how children learn by being within and with the world. The article is a contribution to creating a nuanced understanding of children’s learning and the educator’s role within an outdoor environment in kindergarten practice.

 

 

 

 

Nedlastingsstatistikk
Totale nedlastinger:
Nedlastingsdata er ikke tilgjengelig enda.

Publisert

2022-01-06

Hvordan sitere

Bartnæs, P., & Myrstad, A. (2022). Knowing-with-snow in an outdoor kindergarten. Journal for Research in Arts and Sports Education, 6(1). https://doi.org/10.23865/jased.v6.3012

Emneord (Nøkkelord):

children, correspondance, kindergarten, outdoor learning