Micro-transitions in Outdoor Playtime in Kindergarten: Conditions for Children’s Exploration and Cultural Formation

Author(s):  
Åsta Birkeland ◽  
Hanne Værum Sørensen ◽  
Min He
Author(s):  
Åsta Birkeland ◽  
Hanne Værum Sørensen

AbstractTime regulation is an important aspect of the everyday life in any kindergarten and has an impact on which activities are given priority. In this case study, the outdoor playtime in one kindergarten in China and one in Norway is compared based on the understanding that children’s cultural formation develops in a dialectical relationship between children’s interests and motives and societal, institutional, and weather conditions. The aim of the article is to identify how time regulations provide conditions for children’s play and cultural formation during outdoor playtime. The research question is: How does institutional time regulation interplay with the pedagogical practice and children’s activities in the outdoor playtime? Employing a cultural-historical approach, drawing on Hedegaard’s concepts of development and cultural formation as an individual, institutional and societal process, the dialectical interplay between institutional time regulation and children’s engagement in outdoor activities is the unit of analysis in this study. Our findings indicate that the kindergarten teachers in the Chinese kindergarten as well as the Norwegian kindergarten aim to adjust the pedagogical content and time schedule to the traditions, values, and conditions in both countries. This chapter contributes to knowledge about the interplay between institutional conditions and children’s activities and cultural formation in outdoor play.


Author(s):  
Hanne Værum Sørensen

AbstractIn kindergarten, outdoor playtime is usually a break from more structured activities. It is leisure time and an opportunity for children to engage in free play with friends. Previous research indicates that time spent outdoors facilitates playful physical activity and that playing in nature inspires children’s creativity, imaginations and play across age and gender. In short, play and social relations are crucial for young children’s development and cultural formation. This study investigated children’s play activities during outdoor playtime in nature and on kindergarten playgrounds. Its empirical materials consisted of video observations of 12 four-year-old’s activities in nature and on a kindergarten playground and interviews with two kindergarten teachers. One child, Benjamin was the primary focus, and five more were also included. Two examples of one child’s social play in nature and on the playground were analysed to illuminate the different conditions and challenges he encountered. The findings indicate that children’s play in nature tends to be more creative and inclusive than that on kindergarten playgrounds, that kindergarten teachers participate more in children’s play in nature than on playgrounds and that children are sensitive to and try to engage in what they view as a correct form of discourse with their teachers. The author argues for further research on the subject to learn more about children’s social relations, creativity and cultural formation during outdoor playtime in nature.


Author(s):  
Admink Admink ◽  
Тетяна Добіна

Висвітлено педагогічну діяльність Б. Лятошинського як певну складову процесу українського культуротворення. Використано культурно-антропологічний підхід, який дає можливість дослідити особистість Б. Лятошинського як вихователя і як вихованця та визначити ряд чинників соціалізації, що впливають на зміни особистості в її культурному оточенні. Зазначено специфіку педагогічної діяльності Б. Лятошинського та його освітньо-виховних принципів як невід’ємної складової українського культуротворення, представленої у вимірах педагогічної діяльності. The pedagogical activity of B. Lyatoshynsky as a certain component of the process of Ukrainian cultural formation is highlighted. A cultural and anthropological approach was used to investigate B. Lyatoshynsky's personality as an educator and as a pupil and to identify a number of socialization factors that influence personality changes in his or her cultural environment. The specifics of the pedagogical activity of B. Lyatoshynsky and his educational principles as an integral component of Ukrainian cultural formation, presented in the dimensions of pedagogical activity, are indicated.


Author(s):  
Ahmad Zohdi

After Europe experienced renaissance period, it seems that Arab or Islamic countries till now have difficulty to achieve the glory like the era of prophet Muhammad (Rasulullah), Umayyah, Abbasid to the glory of Islam in the Spanish. As one of Islamic thinker (expert), Al-Jabiri arguing that the solutions offered by many experts were not appropriate with the nature concept. Furthermore, He then proposed a critical construction of Arabian epistemological knowledge by analyzing critically the process of Arabian cultural formation. He concluded that the Islamic reasoning had been "dead" because there are no more innovations given since the codification period (ashr at-tadwin) of various scientific fields (tabwib al-ilm) in the middle of 2ndcentury and 3rdcentury of hijri. Since the period, all Islamic epistemologist concept that was born at that time used as a theoretical framework (al-ithar al-marji'i) for the Islamic reasoning until now. Al-jabiri concluded the mainstream Islamic epistemology have existed in the era has three typologies, namely bayani, irfani and burhani. However, ironically the bayani epistemology much more about the Arabian reasoning, so that it created one civilization that is called fiqh civilization (hadlarahfiqh). However, irfani epistemology tends to bring Islamic view into irrational reason. While burhani epistemology is very lacked attention on Islamic view. This thing becomes stumbling to create modern Arab or Islamic era.


1974 ◽  
Vol 39 (3) ◽  
pp. 490-492 ◽  
Author(s):  
Michael B. Schiffer

AbstractWhallon claims to have made a rigorous application of dimensional analysis of variance to the delineation of spatial artifact patterning at the site of Guila Naquitz. Questions are raised here pertaining to replicability and to the cultural formation processes of the archaeological record. These unresolved questions suggest that Whallon's optimistic claims for the utility of dimensional analysis of variance cannot be adequately evaluated at present.


2018 ◽  
Vol 21 (1) ◽  
pp. 58-69 ◽  
Author(s):  
Liv Torunn Grindheim

The voices of both early childhood education teachers and children tend to be weak in the choir of agents that constitute the aims and practices of early childhood education. In this article, a video that a teacher made of four children playing dragons, followed by open-ended interviews exploring why she found this particular activity of interest and then open-ended interviews with the involved children while watching and commenting on the video, forms the basic material for discussing how children’s imaginative play can inform what might be valuable activities in early childhood education. The theoretical framework and concepts for analysis draw on an understanding of cultural formation and a cultural-historical approach that outlines children’s development through participation in activities framed by contextual conditions. By tracing conflicts caused by differences in the involved children’s values and motives while meeting conditions and demands in their context, at the personal, institutional and societal levels, the exploration of friendship, danger, space, institutional rooms and what good play ‘is’ are depicted in children’s imaginative role play. From this, imaginative play is seen as being endowed with valuable activities in early childhood education and forms a contrast to the emphasis on future academic competences that are far removed from the children’s experiences.


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