Succeskriteriet for en vellykket skolestart er, at alle børn oplever trivsel i skolen og finder motivation for at deltage engageret i skolens aktiviteter. Med afsæt i et empirisk studie af 95 ...kommende skolebørns og 12 dagtilbudspædagogers deltagelse i fem legeværksteder på den lokale skole viser artiklen, hvordan børn i deres møde med skolens forventninger handler, udveksler og tager del i de rammesatte konstruktionslege – og derigennem aktivt skaber relationer og trivsel. Artiklen argumenterer gennem deltagelsesteori og klassisk antropologisk teori om social udveksling for, at børn kan mødes som aktører og skolestart anskues som en bestyrkende begivenhed. Indsigterne viser nødvendigheden af, at professionelle har blik for børns sociale udvekslings- og deltagelsesstrategier med henblik på at støtte dem i skiftet fra børnehave til skole ud fra en bred forståelse af ’passende’ deltagelse.
Transition to school is recurrently pointed out as key to children’s immediate well-being at school start, as well as to their long-term educational endeavors. Aspirations towards continuity during ...transition is a common denominator across research, policy, and practice, in Denmark as well as internationally. This theoretical-conceptual paper problematizes continuity as a fluent or empty signifier within the transition field. This implies that, within transition theory and practice, the question of how continuity may be institutionally organized, as well as professionally facilitated, is a complex issue. By highlighting how Danish transition practices instantiate an ambivalence between a Nordic, child-centered kindergarten legacy from Fröbel, and an Angloamerican approach to academic accomplishments, the question of continuity is theoretically problematized. This leads to a socio-culturally informed discussion of change as a constitutive factor in transition, and of continuity as a matter of children’s trajectories of experience, learning, and development across divergent institutional settings. The findings imply a fundamental questioning of ambitions towards smoothing out transitions as a means for ensuring continuity. This has the implication that, within the fundamentally ambivalent Danish early childhood educational landscape, change and transformation may be valorized, rather than merely problematized. In addition, continuity may be approached as a matter of children’s trajectories of sense-making across diverse institutional settings. This reconceptualization may also inspire international transition practices.
Denne artikel undersøger en gruppe børnehavebørns skabende aktiviteter med genbrugsmaterialer. Aktiviteterne fandt sted i regi af det kulturministerielle initiativ Tidlig Kulturstart, og udover de ...deltagende børn var børnenes pædagoger og en kunstner deltagere i processen. På baggrund af videoobservation, og gennem en case-baseret interaktionsanalyse, peger artiklen på, hvordan børn og ting i aktiviteterne udveksler handlekraft med hinanden, og hvordan denne udveksling af handlekraft sammenfiltres med kunstneriske, pædagogiske og institutionelle rammesætninger. Med afsæt i en kombination af sociokulturelle og nymaterialistiske teoriperspektiver udvikler artiklen begreberne materialeopslugthed og realiseringsopslugthed for at belyse de udvekslingsformer, som er til stede i det empiriske materiale. På denne baggrund peges der på en let forskydning af en grundlæggende skelnen mellem proces og produkt i børns skabende processer, hvilket muliggør en udpegning af udviklingsmuligheder for kvalificeringen af børns møder med kunst og kultur i dagtilbud.
Denne artikel undersøger en gruppe børnehavebørns skabende aktiviteter med genbrugsmaterialer. Aktiviteterne fandt sted i regi af det kulturministerielle initiativ Tidlig Kulturstart, og udover ...de deltagende børn var børnenes pædagoger og en kunstner deltagere i processen. På baggrund af videoobservation, og gennem en case-baseret interaktionsanalyse, peger artiklen på, hvordan børn og ting i aktiviteterne udveksler handlekraft med hinanden, og hvordan denne udveksling af handlekraft sammenfiltres med kunstneriske, pædagogiske og institutionelle rammesætninger. Med afsæt i en kombination af sociokulturelle og nymaterialistiske teoriperspektiver udvikler artiklen begreberne materialeopslugthed og realiseringsopslugthed for at belyse de udvekslingsformer, som er til stede i det empiriske materiale. På denne baggrund peges der på en let forskydning af en grundlæggende skelnen mellem proces og produkt i børns skabende processer, hvilket muliggør en udpegning af udviklingsmuligheder for kvalificeringen af børns møder med kunst og kultur i dagtilbud.
This study contributes to current research on technological tools in early childhood education. The activities studied were part of a larger, socioculturally informed and design-based study conducted ...by the researcher in collaboration with professionals and children in Denmark. Activities are examined where children and professionals use tablets and interactive whiteboards for co-producing and dialogically revisiting multimodal books during transition from day-care to school. Findings show how children, professionals, hardware, software, and institutional practices co-constitute a turn-taking infrastructure that shapes activities. Children are thus allocated rights and obligations to contribute sequentially with photos, audios, and texts to single pages in the common books. In addition, they are attributed ownership to the multimodal records they produced. Through examination of activities over time, the study traces children's sense making of multimodal records as trajectories across time and contexts. It is shown how the joint activities rely on participants' initiation and maintenance of shared understanding, accomplished partly through turn-taking procedures, partly through utterances of sense making. It is discussed how a dynamic tension, sometimes a contradiction, between sequential structure and multi-voiced sense making unfolds dialectically. This points to insights regarding technological tools mediating young children's communicative agency within early childhood educational settings.
En sammenhængende overgang? Odgaard, Ane Bjerre; Koch, Anette Boye; Skovbjerg, Helle Marie
Tidsskrift for professionsstudier,
08/2023, Letnik:
19, Številka:
36
Journal Article
Recenzirano
This paper examines play experiments during children’s transition from kindergarten to school. Empirically, the article relies on field observations from a pilot study in 2020 where play experiments ...were designed and unfolded as transition activities in a Danish school district. In a range of pedagogically framed play experiments at the local school, the oldest children from the local kindergartens participated together with school children from 3rd grade, and with pedagogical professionals from kindergartens and school. The play experiments are examined by shedding light the children’s pathways to school as they unfold in these activities, as well as by highlighting what potentials this activity format displays with regards to coherence during transition to school. A central finding is that the play experiments enable pathways into the school as a flexible participatory space. However, this poses different demands on the professionals’ participation than many other transition activities. The play experiments actualize transition as a process where readiness cannot be assigned to either the child, the kindergarten, or the school. Rather, all participants must mutually adjust to one another within the framing of play orders.
This paper examines play experiments during children’s transition from kindergarten to school. Empirically, the article relies on field observations from a pilot study in 2020 where play experiments ...were designed and unfolded as transition activities in a Danish school district. In a range of pedagogically framed play experiments at the local school, the oldest children from the local kindergartens participated together with school children from 3rd grade, and with pedagogical professionals from kindergartens and school. The play experiments are examined by shedding light the children’s pathways to school as they unfold in these activities, as well as by highlighting what potentials this activity format displays with regards to coherence during transition to school. A central finding is that the play experiments enable pathways into the school as a flexible participatory space. However, this poses different demands on the professionals’ participation than many other transition activities. The play experiments actualize transition as a process where readiness cannot be assigned to either the child, the kindergarten, or the school. Rather, all participants must mutually adjust to one another within the framing of play orders.
En sammenhængende overgang? Ane Bjerre Odgaard; Anette Boye Koch; Helle Marie Skovbjerg
Tidsskrift for professionsstudier,
08/2023, Letnik:
19, Številka:
36
Journal Article
Recenzirano
Odprti dostop
This paper examines play experiments during children’s transition from kindergarten to school. Empirically, the article relies on field observations from a pilot study in 2020 where play experiments ...were designed and unfolded as transition activities in a Danish school district. In a range of pedagogically framed play experiments at the local school, the oldest children from the local kindergartens participated together with school children from 3rd grade, and with pedagogical professionals from kindergartens and school. The play experiments are examined by shedding light the children’s pathways to school as they unfold in these activities, as well as by highlighting what potentials this activity format displays with regards to coherence during transition to school. A central finding is that the play experiments enable pathways into the school as a flexible participatory space. However, this poses different demands on the professionals’ participation than many other transition activities. The play experiments actualize transition as a process where readiness cannot be assigned to either the child, the kindergarten, or the school. Rather, all participants must mutually adjust to one another within the framing of play orders.
