Nordisk Barnehageforskning最新文献

{"title":"Pædagogik for bæredygtighed i danske daginstitutioner – steder som støttestrukturer","authors":"K. D. Madsen, N. J. Jørgensen, Mia Husted","doi":"10.23865/nbf.v19.338","DOIUrl":"https://doi.org/10.23865/nbf.v19.338","url":null,"abstract":"Artiklen præsenterer en undersøgelse af, hvordan pædagogik for bæredygtighed fremstår, når pædagoger, ledere og kommunale forvaltere på småbørnsområdet i to kommuner i Danmark reflekterer over og eksemplificerer bæredygtighedsarbejdet med afsæt i udpegede steder i lokalområdet. Undersøgelsen blev foretaget som en bottom-up- ortlægning og efterfølgende interviews med den hensigt at undersøge aktiviteter, tilgange, inddragelsesformer, samarbejdsflader og udfordringer i institutionernes arbejde med pædagogik for bæredygtighed. Med inspiration fra teori om stedbaseret pædagogik belyser artiklen, hvordan steder kan fungere som støttestrukturer for arbejdet med bæredygtighed i daginstitutionerne. Undersøgelsen viser, at pædagogik for bæredygtighed ofte udgør en uproblematisk fortsættelse af det hidtidige arbejde med natur og udeliv. Imidlertid kan særlige steder invitere til et bredere arbejde med bæredygtighed, mens andre steder har lignende potentialer, men opleves som lukket land. Diskussioner om disse forhold under kortlægningen og i de opfølgende interviews skabte refleksion over, hvordan pædagogik for bæredygtighed kan rumme potentialer for at bryde med plejer. Hermed peger artiklen på, hvordan dialog mellem forskning og praksis kan være med til at gøre fraværende forhold nærværende. \u0000ENGLISH ABSTRACT\u0000Early Childhood Sustainability Education in Danish Day Care Institutions – Places as Supporting Structures\u0000This article presents an exploration of examples and reflections on a participatory mapping of place-based early childhood sustainability education involving social educators, educational managers, and municipal administrative staff in two municipalities in Denmark. Aiming to examine activities, approaches to, forms of participation in, collaborations about, and challenges to early childhood sustainability education, the mapping and a set of qualitative follow-up interviews identified and explored these themes in relation to specific places in local communities. With inspiration from theoretical perspectives on place-based sustainability education, the article discusses how places may work as supporting structures for approaches to sustainability education in day care institutions. The study suggests that early childhood education for sustainability in many cases emerges as a continuation of an existing educational concern with nature and outdoor life. However, some places invite for wider approaches to sustainability while other places contain such potentials but appear to be inaccessible for younger children. Last, discussions on place during the mapping sessions and follow-up interviews generated discussions on “doing things differently” and highlighted how dialogues between research and practice may contribute to making absences present. ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116124110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Påstandsspill som et verktøy i undervisning om bærekraftig utvikling i barnehagelærerutdanningen","authors":"Synnøve Smebye Botnen, Mari Sandbakken","doi":"10.23865/nbf.v19.347","DOIUrl":"https://doi.org/10.23865/nbf.v19.347","url":null,"abstract":"I lys av klimaendringer og tap av natur, blir det å jobbe målrettet med bærekraftig utvikling og utforsking av naturen stadig viktigere for barnehagefeltet. For barnehagelærerutdanningen blir det da nødvending å utvikle undervisning som fremmer både kunnskaper, holdninger og refleksjoner knyttet til natur og bærekraftig utvikling. I denne artikkelen vil vi ta for oss et verktøy for å måle naturtilknytning: nature relatedness scale. Vi ønsker å undersøke og diskutere hvordan påstander fra verktøyet kan fremme refleksjon rundt praksiser, holdninger og kunnskaper relatert til bærekraftig utvikling i barnehagen. Vi har brukt påstandene fra skalaen til å utvikle et påstandsspill som har blitt testet ut av studenter fra arbeidsplassbasert barnehagelærerutdanning. Empirien i studien består av observasjon og dokumentasjon av studentenes dialoger under gjennomføring av spillet, og vi har spurt studentene om hvordan de opplever relevansen av dette for barnehagelæreryrket. Gjennom diskusjonen mellom studentene i påstandsspillet kom barnehageperspektivet fram under de fleste påstandene. Studentene rapporterte at de ble mer bevisste på sine holdninger og handlinger rundt arbeid med bærekraftig utvikling i barnehagen, og vi mener dette derfor kan være et nyttig verktøy i utdanning for bærekraftig utvikling. \u0000ENGLISH ABSTRACT\u0000Statement game as a tool in education for sustainable development in early childhood teacher education\u0000Considering climate change and loss of nature, working with sustainable development and exploration of nature becomes ever more important in the field of early childhood education. It is therefore necessary to develop teaching practices that highlight both knowledge, attitudes, and reflections related to nature and sustainable development in early childhood teacher education. In this paper, we will explore how statements from a scale called “nature relatedness scale” can stimulate reflections on practices, attitudes and knowledge related to sustainable development in early childhood education. We have used the statements to develop a statement game and tested the game with students in work-based early childhood teacher education. We observed and documented students’ dialogues during the statement game and asked them if they found this relevant for their profession. During the discussions of most of the statements, early childhood perspectives emerged. The students stated that the discussions raised their awareness of working with sustainable development in early childhood education, and we therefore find that this can be a useful tool in education for sustainable development. ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123517701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Pitfalls and Possibilities of Laughter—Sustainability in the Light of Parental Collaboration involving Refugee Parents","authors":"M. Myrann","doi":"10.23865/nbf.v19.336","DOIUrl":"https://doi.org/10.23865/nbf.v19.336","url":null,"abstract":"The aim of this article is to explore how laughter is played out in parental collaboration between ECEC practitioners and refugee parents. This part of the communication is seen in relation to the terms of ECEC practices regarding social and cultural sustainability, operationalised as inclusive institutions that enable parents’ participation and the sense of belonging. The study includes six days of observation during delivery and pick-up in the hallway of a Norwegian ECEC practice, and observation of one parents meeting. Four communication sequences are interpreted in the light of theories regarding laughter and different aspects of social and cultural sustainability. The findings suggest that laughter might contribute to strengthening relationships between ECEC practitioners and refugee parents. However, laughter can also create boundaries between the collaborators, leading to a notion of “us” and “them.” The article suggests that ECEC practitioners reflect upon their use of laughter in communication with minority parents and take cultural aspects into consideration, in order to enable equal participation and achieve social and cultural sustainability. ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"484 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122747048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Brettspel som tilrettelegging for utdanning for berekraftige utvikling i barnehagen","authors":"Annette Furnes, Liv Torunn Grindheim","doi":"10.23865/nbf.v19.332","DOIUrl":"https://doi.org/10.23865/nbf.v19.332","url":null,"abstract":"Det er aukande etterspurnad etter kunnskap om korleis ein kan leggje til rette for utdanning for berekraftig utvikling i barnehagen. Vi vil bidra med utvikling av leikande praksisar, avgrensa til deltaking i brettspel, sidan leiken er sett som barn sin måte å vere i verda og som ei transformativ kraft. Problemstillinga er: Kva innspel har barnehagelærarstudentar og barnehagelærarar til bruk av brettspel som utdanning for berekraftig utvikling i barnehagen? Materiale er henta frå to verkstadar; ein med studentar og ein med barnehagelærarar, og byggjer på eit fyrsteutkast av eit brettspel laga for vaksne. Observasjonar frå verkstadane og deltakarane sine forslag til korleis spelet kan utviklast for å vere relevant for barnehagebarn, er analysert ut frå ei teoretisk forståing av leikbasert utdanning for berekraftig utvikling. Analysen viser overlapping mellom økologiske, økonomiske, sosiale og kulturelle tilnærmingar til berekraft og berekraftig styresett, og dei leikande elementa er med i alle forslaga til brettspelet. Etter at form og innhald i spelet er vidareutvikla ut frå funna våre, vil vi prøve ut spelet saman med barn.\u0000English abstract\u0000Using board games to facilitate education for sustainable development in Early Childhood Education and Care (ECEC)\u0000There is a growing need for knowledge on how to facilitate education for sustainable development in Early Childhood Education and Care (ECEC). Since play is considered children’s way of being in the world, and as a transformative force, we aim to investigate what should be taken into consideration when facilitating playing practices. In our study, the practices are manifested as a board game. The paper is organised around the research question: What suggestions do ECEC teacher students and teachers in ECEC institutions forward to develop a boardgame for education for sustainable development in ECEC? Material for analysis is based on two workshops: one with students and one with teachers and contains observations from the workshops and suggestions for how a boardgame for adults could be changed to be relevant for young children. The material is analysed based on theorised characteristics of play and education for sustainable development. The analysis reveals that the suggestions for revisions of the boardgame embrace play and reflect ecologic, economic, social, and cultural approaches to sustainability, together with sustainable governance. The form and content of the board game will be revised based on these results, and then be tested together with children. ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130181615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leder: Å skape bærekraftige barnehager – perspektiver, muligheter og utfordringer","authors":"Hege Wergedahl, Aihua Hu","doi":"10.23865/nbf.v19.540","DOIUrl":"https://doi.org/10.23865/nbf.v19.540","url":null,"abstract":"Dette temanummeret har som hensikt å løfte frem mye av det barnehagesektoren har å bidra med når vi skal skape bærekraftige fremtider.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132702037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Kulturell bærekraft - praksiser i samiske barnehager","authors":"Ingvild Åmot, Monica Bjerklund","doi":"10.23865/nbf.v19.333","DOIUrl":"https://doi.org/10.23865/nbf.v19.333","url":null,"abstract":"I Norge går ca. tusen barn i samiske barnehager (Statistisk sentralbyrå, 2016). I denne artikkelen utforsker vi hvordan samiske barnehagers verdiforankring kan settes i sammenheng med begrepet kulturell bærekraft. Vi bygger på et kvalitativt datamateriale fra intervju med ansatte og observasjoner i seks samiske barnehager i Norge. Kulturell bærekraft handler om retten til selvbestemmelse over egen kultur, jf. FNs urfolkserklæring artikkel 3. Målene om økonomisk, økologisk og kulturell bærekraft henger sammen: Økologisk bærekraft gir grunnlag for økonomisk bærekraft, og sammen gir økologisk og økonomisk bærekraft mulighet for å ivareta og utvikle kulturell bærekraft (Landbruks- og matdepartementet, 2018). Vår studie belyser hvordan praksisen i samiske barnehager kan forstås som kulturell kapital (Bourdieu, 2006) og som bærekraftsindikatorer. Dette innbefatter en forståelse av at kultur er en nødvendig forankring for å skape et bærekraftig samfunn som utvikler øko-kulturell sivilisasjon (Soini & Birkeland, 2014). Vår studie synliggjør hvordan samiske barnehagers vektlegging av samisk kultur gjennom praktiske handlinger og mytiske fortellinger bygger et fundament for bærekraft i praksis. Vi avslutter med å skissere hvordan barnehagepedagogikken generelt kan trekke veksler på dette.\u0000ENGLISH ABSTRACT\u0000Cultural sustainability – daily practices in Sámi ECEC\u0000The United Nation’s Sustainable Development Goals reflect the three dimensions of sustainable development: climate and environment, economic conditions, and social conditions. On a general basis, kindergartens play an important role in preparing the coming generations for building a sustainable society (Kunnskapsdepartementet [Ministry of Education], 2017; Wals & Benavot, 2017). In Norway, the approximately 1,000 children attending Sámi kindergartens are spread across the country (Statistisk sentralbyrå [Statistics Norway], 2016). This article explores how the underlying values in Sámi kindergartens can be linked to the concept of cultural sustainability by examining qualitative data material from interviews with kindergarten staff and observations in six Sámi kindergartens in Norway. The study points out how the practices in Sámi kindergartens can be understood as cultural capital (Bourdieu, 2006) and as sustainability indicators. This is based on an understanding that culture is a necessary anchor for creating a sustainable society that develops an eco-cultural civilization (Soini & Birkeland, 2014). Our study also points out how Sámi kindergartens’ emphasis on Sámi culture through practical actions and mythical narratives provides a foundation for sustainability in practice. We conclude by outlining how kindergarten pedagogy in general can draw on this.","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128564343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Kan systemisk veiledning bidra til bærekraftig samhandling i barnehagen?","authors":"Birgitte Ivarhus Sollesnes, Wenche Aasen, Nina Carson","doi":"10.23865/nbf.v19.357","DOIUrl":"https://doi.org/10.23865/nbf.v19.357","url":null,"abstract":"Artikkelen undersøker pedagogiske lederes / barnehagelæreres veiledningspraksis med modellen systemisk veiledning, i et sosialt bærekraftperspektiv. Problemstillingen er: Hvordan kan systemisk veiledning bidra til bærekraftig samhandling i barnehagen? Sosial bærekraft handler om den sosiale og kulturelle dimensjonen for å ivareta menneskets ve og vel i et inkluderende fellesskap. Vi konkretiserer sosial bærekraft i barnehagen som koordinert samhandling i team, der tilhørighet, inkludering, tillit og medvirkning kan sikre at barnehagepersonalet gis like muligheter til deltakelse i arbeidsprosessene med barna. Sosial bærekraft og samhandling blir altså sett i en sammenheng. Vi intervjuet fire pedagogiske ledere / barnehagelærere med videreutdanning i veiledning og lang arbeidserfaring. Vi bruker kommunikasjonsteori, systemisk veiledningsmodell og teamledelse i barnehagen som teoretiske rammer i analysen. Analysen viser at systemisk veiledning verdsettes høyt, men forutsetter gode kunnskaper om veiledningsmodellen og evne til å bruke sirkulære spørsmål, samt strukturert tid til veiledning. Til tross for formell kompetanse i veiledning, blir systemisk veiledning lite brukt i praksis. Artikkelen bidrar med ny kunnskap om systemisk veiledning og viser utfordringer knyttet til nærhet og avhengighet i teamarbeidet. Ofte opplevde de sårbarhet i veilederrollen. \u0000ENGLISH ABSTRACT\u0000Is all counselling equally worthwhile? Systemic counselling as relationship building\u0000This article examines educational leaders’ / kindergarten teachers’ systemic counselling practice in using the systemic counselling model, in a social sustainability perspective. The research question is: How can systemic counselling contribute to social sustainable interaction in the kindergarten? Social sustainability is about the social and cultural dimension in order to safeguard human well-being in an inclusive community. We concretize social sustainability in the kindergarten as coordinated interaction in teams, where belonging, inclusion, trust, and participation can ensure that the kindergarten staff have equal opportunities to participate in the work processes with the children. Social sustainability and interaction are analysed in this context. We interviewed four educational leaders / kindergarten teachers with continuing education in counselling and long work experience. The theoretical framework for our analysis is communication theory, the systemic counselling model, and team leadership in kindergartens. Our analysis shows that systemic counselling is highly valued, but requires good professional knowledge of the counselling model, the ability to use circular questions, as well as structured time for counselling. Despite formal systemic counselling competence, in practice, systemic counselling is carried out to a small extent. The article contributes new knowledge about systemic counselling and shows challenges related to closeness and dependence in teamwork. The informants experience","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121464717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Förskollärares mångfasetterade motiv för undervisning om hållbarhet","authors":"Eva Ärlemalm-Hagsér, Ingrid Engdahl, I. Samuelsson","doi":"10.23865/nbf.v19.345","DOIUrl":"https://doi.org/10.23865/nbf.v19.345","url":null,"abstract":"Vi lever i en kritisk tid där en mångfald av globala svårigheter och problem av ekologisk, social och ekonomisk karaktär genererar nya frågor om mänsklighetens framtid. I den svenska läroplanen för förskolan anges hållbar utveckling som en viktig del av förskolans värdegrund och uppdrag vilket följs upp med strävansmål. Därför finns ett behov av att tydliggöra och förankra utbildning för hållbar utveckling i förskolan. I denna artikel presenteras en studie där 153 svenska förskollärare beskriver vad de ser som de viktigaste motiven för att undervisa om hållbar utveckling i förskolans utbildning. Studien har en kvalitativ ansats och genomförs inom ramen för ett kritiskt teoretiskt perspektiv som granskar kulturella föreställningar och förståelser av den sociala verkligheten i en specifik institutionell sociohistorisk kontext. I förskollärarnas beskrivningar framträder en bredd av motiv gällande varför det är viktigt att undervisa om hållbar utveckling i förskolan: Att motverka ohållbara livsstilar, Att följa styrdokumenten, Att ta ansvar för en hållbar nutid och framtid samt Att rusta barn för framtiden. Studien visar också att undervisning för hållbarhet innefattar att utveckla kunskap, kreativitet, problemlösningsförmåga, kritiskt tänkande, handlingskompetens, nytänkande och förändring. Barns delaktighet för en hållbar nutid och framtid skrivs fram som avgörande för denna förändring. \u0000ENGLISH ABSTRACT\u0000Preschool teachers multiple motives for teaching about sustainability\u0000We live in a critical time where a variety of global difficulties and problems of an ecological, social, and economic nature generate new questions about the future of humanity. In the Swedish curriculum for the preschool, sustainable development is stated as an important part of the preschool’s core values and mission, which is followed up with goals. Therefore, there is a need to clarify and anchor education for sustainable development in preschool education. This article presents a study in which 153 Swedish preschool teachers describe their most important motives for teaching about sustainable development in their preschools. The study has a qualitative approach and is carried out within the framework of a critical theoretical perspective that examines cultural conceptions and understandings of social reality in a specific institutional socio-historical context. In the preschool teachers’ descriptions, a wide range of motives appears regarding why it is important to teach about sustainable development in preschool: To counteract unsustainable lifestyles, To follow the governing documents, To take responsibility for a sustainable present and future, and To equip children for the future. The study also shows that teaching for sustainability includes developing knowledge, creativity, problem-solving skills, critical thinking, action skills, innovative thinking, and change. Children’s participation for a sustainable present and future is presented as decisive for this change. ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127824618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hvilken rolle spiller fugler i bildebøker for barn, i lys av en økokritisk tilnærming?","authors":"Kjersti Merete Langvik","doi":"10.23865/nbf.v19.360","DOIUrl":"https://doi.org/10.23865/nbf.v19.360","url":null,"abstract":"I barnelitteratur har fugler og barns forhold til natur lenge hatt en sentral plass. Premissene som ligger i bildebøker kan imidlertid ha betydning for barns forståelse for naturen og et bærekraftig samfunn. Både rammeplan en for barnehagen og læreplanverket for skolen understreker at det er viktig at barn skal bli kjent med naturens mangfold, få naturopplevelser, skape tilhørighet til og lære seg å ta vare på naturen. Det betyr at det er nødvendig å skape bevissthet om hva som legger premisser for en slik utvikling. I lys av en økokritisk tilnærming retter artikkelen oppmerksomheten mot hvilken rolle fugler er gitt i bildebøker, og hvordan forholdet mellom fugler og mennesker fremstilles i de fysiske omgivelsene. Med utgangspunkt i analyse av tolv bildebøker der fugler og barn inngår i en betydningsfull (vennskaps)relasjon, drøftes det hvilken betydning fremstillingen av fuglenes rolle i relasjonen i den fiktive handlingen kan ha å si for forståelse av natur med tanke på en bærekraftig utvikling.\u0000ENGLISH ABSTRACT\u0000What Role Do Birds Play in Children’s Picture Books, in Light of an Ecocritical Approach?\u0000Birds and children’s relationship to nature have long been central in children’s literature. However, the premises in picture books can have an impact on children’s understanding of nature and a sustainable society. The Norwegian curricula for both kindergartens and schools emphasize that it is important that children should become familiar with nature’s diversity, have nature experiences, create a sense of belonging to and learn to take care of nature. This means that it is necessary to create awareness of what sets the premises for such a development. In light of an ecocritical approach, this article draws attention to the role birds are given in picture books, and how the relationship between birds and humans is depicted in the physical environment. Based on the analysis of 12 picture books, in which birds and children are part of a significant (friendship) relationship, it is discussed what significance the representation of the birds’ role in the relationship in the fictional narrative can have on the understanding of nature, with a view to sustainable development. ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132534088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Traces of Sustainability in Food Practices in a Norwegian Kindergarten","authors":"Baizhen Ciren, Aihua Hu, E. Aadland, Hege Wergedahl","doi":"10.23865/nbf.v19.339","DOIUrl":"https://doi.org/10.23865/nbf.v19.339","url":null,"abstract":"Food and meals in early childhood education and care (ECEC) settings play a vital role in health promotion and sustainable development because they constitute a significant part of the children’s total diet and considerably influence their eating habits and preferences. This paper aims to find and identify traces of sustainability in food practices in a Norwegian kindergarten by analyzing each of the four dimensions of sustainability relevant to ECEC: ecological, economic, and social/cultural sustainability, and good governance. Primary data sources for this paper include interviews with kindergarten staff, supplemented with non-participatory observation during mealtime. By looking into how this kindergarten integrated sustainability thinking into their practices and organizational structures—from designing a menu to managing a meal and incorporating children’s voices in the process—this study shows that purposefully designed food provision may promote sustainability in ECEC. In addition, it draws our attention to how the kindergarten environment can serve as an arena for children to act as change agents for sustainable food practices in kindergarten settings and beyond. ","PeriodicalId":346813,"journal":{"name":"Nordisk Barnehageforskning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128965630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}