Princesses (Don’t) Run in the Mud: Tracing the Child’s Perspective in Parental Perceptions of Cultural Formation Through Outdoor Activities in Norwegian ECEs
Chapter, Peer reviewed
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Original versionSadownik, A. R. (2021). Princesses (don’t) run in the mud: Tracing the child’s perspective in parental perceptions of cultural formation through outdoor activities in Norwegian ECEs. In L. T. Grindheim, H. V. Sørensen, & A. Rekers (Eds.), Outdoor learning and play: Pedagogical practices and children’s cultural formation (pp. 61–78). Cham: Springer International Publishing. 10.1007/978-3-030-72595-2_4
By examining Polish parents’ perceptions of outdoor activities in Norwegian Early Childhood Education (ECE), this chapter discusses how focusing on the child’s perspective can change and challenge parental gender-related value positions, thereby changing perceptions of the cultural formation taking place through outdoor activities. The empirical data on the basis of which this question is answered are comprised of group interviews with 30 Polish migrant parents (18 mothers and 12 fathers) whose children were in Norwegian ECEs. The applied theoretical toolkit of a cultural historical wholeness approach (Hedegaard M, Mind Cult Act 19:127–138, 2012) enables the description of (parental) experiences of cultural formation through outdoor activities as anchored in the value positions established within and across involved societies. It also allows us to grasp those moments when the focus on the child’s perspective in outdoor activities challenges parental value positions and cultural traditions of heteronormativity. The concluding remarks point to the importance of enhancing both the child’s perspective and the specific plane of interpersonal interactions in ECE collaborations with parents and caregivers.