Journal for Research in Arts and Sports Education, Jan 6, 2022
This article highlights how reciprocal relationships between children and the environment can con... more 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.
Video journal of education and pedagogy, Dec 23, 2021
The authors explore how multiple viewpoints can challenge our habitualised way of viewing and exp... more The authors explore how multiple viewpoints can challenge our habitualised way of viewing and expand the area of thinking about children's outdoor learning. They draw on micro-fieldwork in a Sámi kindergarten in Arctic Norway. There, learning through participation and practical experiences is a traditional strategy in child rearing. This method of learning is currently being transformed in Sámi kindergartens, wherein the goal is to strengthen the Sámi language, identity and culture. The authors' aim is to explore how learning through participation in pedagogical practices could be made visible by employing different viewpoints. They used GoPro® cameras worn on children's bodies, combined with their own gaze, as well as a handheld video camera used by one of the authors. Such a combination of viewpoints allowed gaining an insight into the complex outdoor kindergarten practices. Drawing on Jayne White's polyphonic dialogical approach to video, the authors placed these diverse viewpoints in a dialogue during the process of analysis. These dialogues revealed our pre-defined human-centric view and effected a change in our theoretical approach, from socio-cultural learning theories to new materialist theories, to include the premise that children learn in all interactions and entanglements that they are part of in a socio-material world.
This paper explores what place means for early childhood education at a time of global environmen... more This paper explores what place means for early childhood education at a time of global environmental precarity. We draw on fieldwork in Arctic Norway, where kindergarten children spend time with snow for more than half of the year. Children's movement attunes to the nuances and diversity of the snow, as seasons, temperature, light, wind and weather change the consistency of snow and the possibilities for what can occur. The paper presents data of children walking in deep snow during an ice-fishing trip, a practice known as 'grynne', asking what we can learn both about the moment-by-moment attunement between child, snow and place necessary to grynne, and the paths of movement left behind in the snow afterwards. We draw on Manning's work in order to trace the major and minor gestures running through grynne, as an analytic starting point for educators considering the role early years pedagogy might play in planetary sustainability.Thinking beyond the notion of humans as masterfully in control of environment, Ingold's notion of correspondence offers a counter, advocating for a 'lifetime of intimate gestural and sensory engagement' as a way of learning to attune more deeply to place and take seriously the way in which place and humans mutually shape each other. In a place where seasonal temporality matters, in extreme ways that change how children's bodies can move, we consider what children's entanglement with snow can teach us, educators as well as researchers, about education for sustainability.
The authors explore how multiple viewpoints can challenge our habitualised way of viewing and exp... more The authors explore how multiple viewpoints can challenge our habitualised way of viewing and expand the area of thinking about children’s outdoor learning. They draw on micro-fieldwork in a Sámi kindergarten in Arctic Norway. There, learning through participation and practical experiences is a traditional strategy in child rearing. This method of learning is currently being transformed in Sámi kindergartens, wherein the goal is to strengthen the Sámi language, identity and culture. The authors’ aim is to explore how learning through participation in pedagogical practices could be made visible by employing different viewpoints. They used GoPro® cameras worn on children’s bodies, combined with their own gaze, as well as a handheld video camera used by one of the authors. Such a combination of viewpoints allowed gaining an insight into the complex outdoor kindergarten practices. Drawing on Jayne White’s polyphonic dialogical approach to video, the authors placed these diverse viewpoin...
This article highlights how reciprocal relationships between children and the environment can con... more 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...
I barnehagelovens § 3 gis barn rett til medvirkning i barnehagens daglige virksomhet. Dette er en... more I barnehagelovens § 3 gis barn rett til medvirkning i barnehagens daglige virksomhet. Dette er en rett som gjelder alle barn i barnehagen, også de yngste barnehagebarna under 3 år. Begrepet barns medvirkning er uklart, og knyttes ofte til individuell rettighetstenkning og barns selvbestemmelse i en barnehagepedagogisk praksis. I denne artikkelen vil vi bruke improvisasjonsteori for å belyse hvordan medvirkningsbegrepet i større grad kan knyttes til barns aktive deltakelse i barnehagens fellesskap. Improvisasjonens røtter i musikk, dans og drama åpner opp for å se andre uttrykksformer og ulike sider ved samspill. Dette er spesielt viktig i realiseringen av medvirkning blant de yngste barna i barnehagen. Slektskapet mellom improvisasjon og medvirkning kan hjelpe oss til å se barn som aktive bidragsytere i en større sammenheng. Artikkelen bygger på kildemateriell fra et FoU-prosjekt i samarbeid med personalet i to småbarnsavdelinger i Tromsø.
This study articulates the epistemological underpinnings of a web banner’s visual elements featur... more This study articulates the epistemological underpinnings of a web banner’s visual elements featured on the webpage of the research centre, Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures (KINDknow). Through interdisciplinary work within a diverse framework including dialogical, cultural, historical, systemic, anthropological and more-than-human epistemological approaches, the research team has consolidated a common sphere of member-identifying visual representations. This work tells the story of how the research team became ‘ocular’ in developing a web banner and establishing a new research centre. The aim of the narrative is to demonstrate how visual forms, elements, symbols and metaphors can be productive in research teamwork for articulating epistemological commonplaces and commonalities. The article shows the text and visual elements used. The video attached outlines one of the metaphors that served as a productive thinking tool in the pr...
This paper explores what place means for early childhood education at a time of global environmen... more This paper explores what place means for early childhood education at a time of global environmental precarity. We draw on fieldwork in Arctic Norway, where kindergarten children spend time with snow for more than half of the year. Children’s movement attunes to the nuances and diversity of the snow, as seasons, temperature, light, wind and weather change the consistency of snow and the possibilities for what can occur. The paper presents data of children walking in deep snow during an ice-fishing trip, a practice known as ‘grynne’, asking what we can learn both about the moment-by-moment attunement between child, snow and place necessary to grynne, and the paths of movement left behind in the snow afterwards. We draw on Manning’s work in order to trace the major and minor gestures running through grynne, as an analytic starting point for educators considering the role early years pedagogy might play in planetary sustainability.Thinking beyond the notion of humans as masterfully in ...
Artikkelen fokuserer på de yngste barnas læringsprosesser gjennom deres involvering og engasjemen... more Artikkelen fokuserer på de yngste barnas læringsprosesser gjennom deres involvering og engasjement med sosiale og fysiske omgivelser i barnehagen. Det løftes fram hvordan barnekropper i bevegelse er kilde for erkjennelse og læring. Som utgangspunkt for analysen har vi valgt to eksempler fra barns aktivitet i barnehagens uteområde. Forsker har vært tilstede som deltakende observatør, og inngått som en del av konteksten barnas bevegelse og aktivitet foregår i. Tim Ingolds begrep vegfaring (wayfaring) anvendes i analysen av hvordan bevegelse kan forstås som læring. Dette er læringsprosesser som handler om å være i verden fremfor å lære om verden. Ved å ta i bruk et slikt perspektiv på læring vil artikkelen være et bidrag til å tydeliggjøre innholdet i et helhetlig læringssyn i barnehagens pedagogiske praksis. Nøkkelord: Bevegelse, korrespondanse, læring, vegfaring
Journal for Research in Arts and Sports Education, Jan 6, 2022
This article highlights how reciprocal relationships between children and the environment can con... more 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.
Video journal of education and pedagogy, Dec 23, 2021
The authors explore how multiple viewpoints can challenge our habitualised way of viewing and exp... more The authors explore how multiple viewpoints can challenge our habitualised way of viewing and expand the area of thinking about children's outdoor learning. They draw on micro-fieldwork in a Sámi kindergarten in Arctic Norway. There, learning through participation and practical experiences is a traditional strategy in child rearing. This method of learning is currently being transformed in Sámi kindergartens, wherein the goal is to strengthen the Sámi language, identity and culture. The authors' aim is to explore how learning through participation in pedagogical practices could be made visible by employing different viewpoints. They used GoPro® cameras worn on children's bodies, combined with their own gaze, as well as a handheld video camera used by one of the authors. Such a combination of viewpoints allowed gaining an insight into the complex outdoor kindergarten practices. Drawing on Jayne White's polyphonic dialogical approach to video, the authors placed these diverse viewpoints in a dialogue during the process of analysis. These dialogues revealed our pre-defined human-centric view and effected a change in our theoretical approach, from socio-cultural learning theories to new materialist theories, to include the premise that children learn in all interactions and entanglements that they are part of in a socio-material world.
This paper explores what place means for early childhood education at a time of global environmen... more This paper explores what place means for early childhood education at a time of global environmental precarity. We draw on fieldwork in Arctic Norway, where kindergarten children spend time with snow for more than half of the year. Children's movement attunes to the nuances and diversity of the snow, as seasons, temperature, light, wind and weather change the consistency of snow and the possibilities for what can occur. The paper presents data of children walking in deep snow during an ice-fishing trip, a practice known as 'grynne', asking what we can learn both about the moment-by-moment attunement between child, snow and place necessary to grynne, and the paths of movement left behind in the snow afterwards. We draw on Manning's work in order to trace the major and minor gestures running through grynne, as an analytic starting point for educators considering the role early years pedagogy might play in planetary sustainability.Thinking beyond the notion of humans as masterfully in control of environment, Ingold's notion of correspondence offers a counter, advocating for a 'lifetime of intimate gestural and sensory engagement' as a way of learning to attune more deeply to place and take seriously the way in which place and humans mutually shape each other. In a place where seasonal temporality matters, in extreme ways that change how children's bodies can move, we consider what children's entanglement with snow can teach us, educators as well as researchers, about education for sustainability.
The authors explore how multiple viewpoints can challenge our habitualised way of viewing and exp... more The authors explore how multiple viewpoints can challenge our habitualised way of viewing and expand the area of thinking about children’s outdoor learning. They draw on micro-fieldwork in a Sámi kindergarten in Arctic Norway. There, learning through participation and practical experiences is a traditional strategy in child rearing. This method of learning is currently being transformed in Sámi kindergartens, wherein the goal is to strengthen the Sámi language, identity and culture. The authors’ aim is to explore how learning through participation in pedagogical practices could be made visible by employing different viewpoints. They used GoPro® cameras worn on children’s bodies, combined with their own gaze, as well as a handheld video camera used by one of the authors. Such a combination of viewpoints allowed gaining an insight into the complex outdoor kindergarten practices. Drawing on Jayne White’s polyphonic dialogical approach to video, the authors placed these diverse viewpoin...
This article highlights how reciprocal relationships between children and the environment can con... more 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...
I barnehagelovens § 3 gis barn rett til medvirkning i barnehagens daglige virksomhet. Dette er en... more I barnehagelovens § 3 gis barn rett til medvirkning i barnehagens daglige virksomhet. Dette er en rett som gjelder alle barn i barnehagen, også de yngste barnehagebarna under 3 år. Begrepet barns medvirkning er uklart, og knyttes ofte til individuell rettighetstenkning og barns selvbestemmelse i en barnehagepedagogisk praksis. I denne artikkelen vil vi bruke improvisasjonsteori for å belyse hvordan medvirkningsbegrepet i større grad kan knyttes til barns aktive deltakelse i barnehagens fellesskap. Improvisasjonens røtter i musikk, dans og drama åpner opp for å se andre uttrykksformer og ulike sider ved samspill. Dette er spesielt viktig i realiseringen av medvirkning blant de yngste barna i barnehagen. Slektskapet mellom improvisasjon og medvirkning kan hjelpe oss til å se barn som aktive bidragsytere i en større sammenheng. Artikkelen bygger på kildemateriell fra et FoU-prosjekt i samarbeid med personalet i to småbarnsavdelinger i Tromsø.
This study articulates the epistemological underpinnings of a web banner’s visual elements featur... more This study articulates the epistemological underpinnings of a web banner’s visual elements featured on the webpage of the research centre, Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures (KINDknow). Through interdisciplinary work within a diverse framework including dialogical, cultural, historical, systemic, anthropological and more-than-human epistemological approaches, the research team has consolidated a common sphere of member-identifying visual representations. This work tells the story of how the research team became ‘ocular’ in developing a web banner and establishing a new research centre. The aim of the narrative is to demonstrate how visual forms, elements, symbols and metaphors can be productive in research teamwork for articulating epistemological commonplaces and commonalities. The article shows the text and visual elements used. The video attached outlines one of the metaphors that served as a productive thinking tool in the pr...
This paper explores what place means for early childhood education at a time of global environmen... more This paper explores what place means for early childhood education at a time of global environmental precarity. We draw on fieldwork in Arctic Norway, where kindergarten children spend time with snow for more than half of the year. Children’s movement attunes to the nuances and diversity of the snow, as seasons, temperature, light, wind and weather change the consistency of snow and the possibilities for what can occur. The paper presents data of children walking in deep snow during an ice-fishing trip, a practice known as ‘grynne’, asking what we can learn both about the moment-by-moment attunement between child, snow and place necessary to grynne, and the paths of movement left behind in the snow afterwards. We draw on Manning’s work in order to trace the major and minor gestures running through grynne, as an analytic starting point for educators considering the role early years pedagogy might play in planetary sustainability.Thinking beyond the notion of humans as masterfully in ...
Artikkelen fokuserer på de yngste barnas læringsprosesser gjennom deres involvering og engasjemen... more Artikkelen fokuserer på de yngste barnas læringsprosesser gjennom deres involvering og engasjement med sosiale og fysiske omgivelser i barnehagen. Det løftes fram hvordan barnekropper i bevegelse er kilde for erkjennelse og læring. Som utgangspunkt for analysen har vi valgt to eksempler fra barns aktivitet i barnehagens uteområde. Forsker har vært tilstede som deltakende observatør, og inngått som en del av konteksten barnas bevegelse og aktivitet foregår i. Tim Ingolds begrep vegfaring (wayfaring) anvendes i analysen av hvordan bevegelse kan forstås som læring. Dette er læringsprosesser som handler om å være i verden fremfor å lære om verden. Ved å ta i bruk et slikt perspektiv på læring vil artikkelen være et bidrag til å tydeliggjøre innholdet i et helhetlig læringssyn i barnehagens pedagogiske praksis. Nøkkelord: Bevegelse, korrespondanse, læring, vegfaring
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Papers by Anne Myrstad