Urban residential areas as children’s learning places and spaces

Poikolainen, Jaana; Honkanen, Kati

doi:10.18261/issn.1891-5949-2019-02-02

Cited by 2 publications

(3 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Place, space and materiality have a long history in early childhood education and care (Kampmann 2006;Løkken and Moser 2012), and in recent years, also in relation to educational processes (Granly and Maagerø 2012;Duhn 2012;Poikolainen and Honkanen 2019;Olsen et al 2019). Granly and Maagerø (2012) illustrate the importance of studying kindergartens as social and cultural institutions promoting the pedagogical potential in social and textual understanding of the kindergarten rooms.…”

Section: Social Infrastructure Social Capital and Social Inclusionmentioning

confidence: 99%

“…Consequently, the life and activities in these institutions are crucial not only for the individual child today, but for tomorrow's society. We know that the quality of the first living environment and these environments' social relationships are extremely important for the children's learning (Poikolainen and Honkanen 2019), health and wellbeing, both in the 'here and now' and later in life, which means that it is important to understand what is taking place in these institutions.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Kindergartens: inclusive spaces for all children?

Ytterhus

Åmot

2021

International Journal of Inclusive Education

View full text Add to dashboard Cite

Norwegian Kindergartens are seen as one of the most important social infrastructures for all children below five years. Kindergarten attendance is a legal right for children from the age of one year in Norway, and consequently 97 per cent of children aged four to five years attend these institutions. However, we still have little knowledge to what extent children regardless of abilities can develop social capital and experience inclusion in Kindergarten. Our point of departure is a human rights perspective on children and a relational perspective on disability and materiality. Through a cross sectional multi-method study design, based on qualitative methods, we, in collaboration with children with and without disabilities identified which places indoors and outdoors these children defined to be comfortable and inclusive spaces, and what characterise them. All children preferred stable organisational structure, physically small places equipped with different types of construction materials and available and reliable staff. Children showed that (dis)abilities are a spatial phenomenon and thereby guide inclusive pedagogy closer to the dynamic between children, place, and space. Children's preferences and meaning-making contrasts the pedagogical epistemology which manifests itself as fluid and flexible organisation, based on children's 'free choice'.

show abstract

Section: Social Infrastructure Social Capital and Social Inclusionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Kindergartens: inclusive spaces for all children?

Ytterhus

Åmot

2021

International Journal of Inclusive Education

View full text Add to dashboard Cite

show abstract

“…Ten years later, just what "another and more comprehensive competence" might entail remains unexami ned. We suggest it has something to do with the broad learning opportunities that home and community have traditionally provided, in indoor (Poikolainen & Honkanen, 2019) and outdoor environments (Beery & Jørgensen, 2018). We will consider in this article how holistic learning environments provide opportunities for experiential learning that previously took place in the home and community.…”

Section: Introductionmentioning

confidence: 99%

Climbing, Hiding and Having Fun: Schoolchildren’s Memories of Holistic Learning in a Norwegian Kindergarten

Aslanian

Andresen

Baasland

2020

nse

View full text Add to dashboard Cite

Firmly planted in the Nordic tradition, policies that guide practice in Norwegian kindergartens emphasize a holistic approach that integrates care, play and learning and promotes well-being and development through relationships and experiences in the natural environment. While the holistic approach enjoys support both politically and within the profession, a political call for increased learning has resulted in a number of programs embracing school-based methods of learning infusing the field. The aim to increase learning has increasingly relied on a concept of learning that is the result of intentional pedagogic practice and high quality engagement between educators and children. This understanding of learning does not embrace learning related to children as biological beings in a vital phase of growth; that occurs outside of situations crafted to be learning situations. In this article, we address learning as a biological and social phenomenon, and consider how schoolchildren’s recollections of life in kindergarten can shed light on how and what children learn in the unique learning environments of Norwegian kindergartens. Our approach offers an opportunity to understand what holistic learning in ECEC can mean for children as biosocial beings.

show abstract

Urban residential areas as children’s learning places and spaces

Cited by 2 publications

References 22 publications

Kindergartens: inclusive spaces for all children?

Kindergartens: inclusive spaces for all children?

Climbing, Hiding and Having Fun: Schoolchildren’s Memories of Holistic Learning in a Norwegian Kindergarten

Contact Info

Product

Resources

About