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ERIC Number: EJ1211779
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2000-4508
EISSN: N/A
Place, Space and Materiality for Pedagogy in a Kindergarten
Nordtømme, Solveig
Education Inquiry, v3 n3 p317-333 2012
This study explores how kindergarten spaces and materiality can be vital for children's exploration of participation and how the physical environment enables children to interact and position themselves in play and meaning making. Methodologically this study is based on ethnographic fieldwork with two groups of 2- to 5-year-old children in two Norwegian kindergartens. Place, space and materiality are analysed through a theoretical framework based on socio-cultural perspectives of learning and meaning making, aspects of power relations in play supported by Corsaro's concept of children's power-sharing relations and Bourdieu's reflections on social fields as fields of force. The main findings of this study describe how kindergarten children create meaning and play within and outside of pedagogically staged spaces, and how materiality creates power relations and interplay with the actors involved.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A