Browsing HVL Open by Subject "early childhood education"
Now showing items 1-8 of 8
-
Didactic sensitivity to children and place: a contribution to outdoor education cultures
(Peer reviewed; Journal article, 2021)There is a tendency in European education policy to emphasise more and better deliberate learning outcomes. The tendency is criticised for taking an instrumental view of education (Biesta, 2010, 2016, 2020a; van Manen, ... -
Early childcare as arenas of inclusion: the contribution of staff to recognising parents with refugee backgrounds as significant stakeholders
(Peer reviewed; Journal article, 2020)According to the Norwegian Kindergarten Act, educational staff should work in cooperation and understanding with the guardians of a child. In this article, it is argued that staff must ensure sufficient quality of interactions ... -
Early Childhood Education For Sustainability Through Contradicting and Overlapping Dimensions
(Peer reviewed; Journal article, 2019)Purpose: The article investigates how to make a broader understanding of sustainability relevant for early childhood education (ECE) guided by the four dimensions suggested by United Nations Educational, Scientific and ... -
Exploring Military Artefacts in Early Childhood Education: Conflicting Perspectives on Cultural Sustainability, Belonging and Protection
(Journal article; Peer reviewed, 2021)Social and cultural sustainability is outlined as creating surroundings that include and stimulate positive interactions, such as promoting a sense of community and a feeling of belonging to a community, by being safe and ... -
Exploring the Taken-for-Granted Advantage of Outdoor Play in Norwegian Early Childhood Education
(Chapter; Peer reviewed, 2021)It is claimed that nature is given temporal and cultural dimensions in Norway, in a transgression of the distinction between nature and culture. The overall emphasis on nature in the Nordic countries may represent an ... -
Perceptions of Risky Play among Kindergarten Teachers in Norway and China.
(Peer reviewed; Journal article, 2022)Risky play provides multiple benefits for children’s development. This study compared teachers’ perceptions of risky play in one kindergarten in Norway and one in China, including the concept of risky play, the roles of ... -
(Re)imagining Entangled Sustainability: A Human and Nonhuman Theorisation of Belonging to Safeguard Sustainability’s Holism
(Peer reviewed; Journal article, 2021)After years of research and theorisation connected to education for sustainable development, the holistic core of sustainability seems to have disappeared within the frames of the social, environmental and economic pillars. ... -
Unpacking the emperor’s new policies: How more mathematics in barnehage will save Norway
(Journal article; Peer reviewed, 2019)The Norwegian Minister of Education is changing how mathematics in early childhood education should be viewed as part of a shifting of its main function from providing children with opportunities to develop holistically ...