Cristin-resultat-ID: 1928169
Sist endret: 16. januar 2022, 22:31
NVI-rapporteringsår: 2021
Resultat
Vitenskapelig artikkel
2021

Didactic sensitivity to children and place: a contribution to outdoor education cultures

Bidragsytere:
  • Jostein Rønning Sanderud
  • Kirsti Pedersen Gurholt og
  • Vegard Fusche Moe

Tidsskrift

Sport, Education and Society
ISSN 1357-3322
e-ISSN 1470-1243
NVI-nivå 2

Om resultatet

Vitenskapelig artikkel
Publiseringsår: 2021
Open Access

Importkilder

Scopus-ID: 2-s2.0-85112545486

Beskrivelse Beskrivelse

Tittel

Didactic sensitivity to children and place: a contribution to outdoor education cultures

Sammendrag

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, G. (2010). Good education in an age of measurement: Ethics, politics, democracy. Routledge,; van Manen, M. (2008). Pedagogical sensitivity and teachers practical knowing-in-action. Peking University Education Review, 6(1), 2–20. http://www.maxvanmanen.com/files/2011/04/2008-Pedagogical-Sensitivity-Teachers-Practical-Knowing-in-Action.pdf] and threatening children’s self-governed play opportunities [Pettersvold, M., & Østrem, S. (2019). Problembarna: Metoder og manualer i barnehage, skole og barnevern. Cappelen Damm akademisk]. However, self-governed play outdoors is perceived as educationally important, notably within Nordic early childhood education. This paper aims to contribute to the international debate on what constitutes good education by investigating an outdoor education culture framed within the context of Nordic early childhood education. We investigate the research question of what characterises teachers’ outdoor didactics in self-governed play and growth as these appear in a Norwegian nature kindergarten? The theoretical framework builds on (1) perspectives on Bildung as playful self-formation [Løvlie, L. (2002). The promise of bildung. Journal of Philosophy of Education, 36(3), 467–486. https://doi.org/10.1111/1467-9752.00288; Steinsholt, K. (2010). Vi må miste oss selv for å finne oss selv igjen. Lek, erfaring og danning hos Hans-Georg Gadamer. In K. Steinsholt, & K. P. Gurholt (Eds.), Aktive liv (pp. 101–119). Tapir Akademiske Forlag] and (2) a relational perspective on children’s self-governed outdoor play as a way of integrated dwelling and growth through intimate correspondence with environments [Ingold, T. (2000). The perception of the environment: Essays in livelihood, dwelling and skill. Routledge, (2018). Anthropology and/as education: Anthropology, art, architecture and design. Routledge]. Data were generated through ethnographic fieldwork in a public Norwegian nature kindergarten that emphasises children’s outdoor play as educationally important. Nineteen children aged 4–6 participated. The fieldwork drew on participant observation, including playing with the children and on-site conversations. Using the theoretical framework as a lens, the educational culture is conceptualised as didactic sensitivity, which entails the teachers’ delicate sensitivity and responsiveness towards children and place. The teachers act professionally by creating unique, thoughtful, responsive, and situated conditions for children’s autonomous growth in natural environments.

Bidragsytere

Jostein Rønning Sanderud

  • Tilknyttet:
    Forfatter
    ved Institutt for idrett, kosthald og naturfag ved Høgskulen på Vestlandet

Kirsti Pedersen Gurholt

  • Tilknyttet:
    Forfatter
    ved Institutt for lærerutdanning og friluftslivsstudier ved Norges idrettshøgskole

Vegard Fusche Moe

  • Tilknyttet:
    Forfatter
    ved Institutt for idrett, kosthald og naturfag ved Høgskulen på Vestlandet
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