Tracing Curiosity with a Value Perspective

Abstract

Several have challenged the idea that the act of educating is a neutral endeavour. Following this line of thought, this article intends to examine a common concept often taken for granted: curiosity. The aim of this article is to explore the notion of curiosity in an early-childhood-educationand-care (ECEC) context in Norway in order to provide new perspectives on how value aspects of curiosity are communicated in official documents. Four ECEC documents from different organisational levels will be analysed. Informed by qualitative content analysis with a conceptdriven strategy, this document analysis seeks to explore connections between the notion of curiosity and prominent value fields in ECEC, such as competence, democracy and care. Analysis of the documents suggests that curiosity is a value-loaded notion here, one which often has a competence-related value and which is frequently understood as a tool for gaining knowledge, especially in natural science and mathematics. Other value aspects, such as nurturing democracy, are represented to a minor degree. At the same time, the documents do not include possible ethical aspects of curiosity, such as connections to interpersonal caring, nor do they mention any existential or intrinsic value. In the final discussion, the article therefore explores these possible alternatives.

Curious Curiosity – Reflections on How Early Childhood Lecturers Perceive Children’s Curiosity

“…Yet, this definition is too complex to function as an everyday definition of curiosity in ECE and ECTE. It neither includes the value perspectives related to relational and democratic perspectives that Menning (2017) suggests to include in a definition of curiosity.…”

“…The terms curiosity and wonder are widely used in pre-schools as well as in curriculums and literature concerning early childhood (e.g. Menning, 2017). Hammer (2012) showed in her study that wondering was among the highest valued activities in pre-schools.…”

“…Although curiosity and wonder are considered as fundamental for development in any society, there is a lack of knowledge, ideas and even discussions on how pedagogy can nurture or inhibit curiosity (Cohen et al, 2009;Egan, Cant, & Judson, 2014;Lindholm, 2018). Curiosity seems to be valued as a tool for gaining knowledge (Menning, 2017), and teachers that support children's own investigations are seen to support children's curiosity and learning more than those explaining verbally (e.g. Milne, 2010;Van Schijndel, Franse, & Raijmakers, 2010).…”

“…In Norwegian pre-school culture, children's participation forms the basis for the pedagogical activities (Menning, 2017;Ministry of Education, 2017). The lecturers in our study state that although they, in line with this culture, consider curiosity as a positive trait, it may cause challenges in the daily life in the pre-schools: Curious children may give the adults challenges in busy everyday situations.…”

“…The difference between the concepts of wonder, curiosity and exploration, seems to be unclear in this framework also, but wonder and curiosity are used in relation to different subject areas. Where curiosity is linked with learning natural sciences, wonder is more commonly used in connection with arts and music (Menning, 2017).…”