NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833047
Record Type: Journal
Publication Date: 2009-Feb
Pages: 9
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0300-4279
The Outdoor Environment as a Site for Children's Participation, Meaning-Making and Democratic Learning: Examples from Norwegian Kindergartens
Aasen, Wenche; Grindheim, Liv Torunn; Waters, Jane
Education 3-13, v37 n1 p5-13 Feb 2009
In this article we explore socio-cultural theories of learning and some of the processes by which children learn democratic values. Norwegian policy and practice emphasises children's right to participation and involvement in decision-making. We discuss the importance of adults' attitudes, knowledge and ability to relate to and understand children's perspectives. It is argued that knowledge is constructed within different contexts. We demonstrate how important the quality and context of adult-child and child-child interactions are. Memory vignettes are used to exemplify the theoretical issues raised. Learning, meaning and identity are viewed as processes of negotiation of meaning through participation and reification. We suggest that outdoor play and activity provide numerous, high quality opportunities for children to create and negotiate meaning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway