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dc.contributor.authorFredriksen, Biljana C
dc.date.accessioned2017-09-18T11:09:14Z
dc.date.available2017-09-18T11:09:14Z
dc.date.created2012-11-27T13:16:47Z
dc.date.issued2012
dc.identifier.citationEducation Inquiry. 2012, 3 (3), 335-352.nb_NO
dc.identifier.issn2000-4508
dc.identifier.urihttp://hdl.handle.net/11250/2455094
dc.description.abstractThis article aims to illustrate how both physical and social factors influence possibilities for children’s learning (meaning negotiation) in visual art contexts in early childhood education. The main discussion relates to teacher’s responsibilities in providing physical and social contexts for such meaning negotiations. The processes I wish to illustrate are complex and, in order to make them comprehensible within the scope of this article, only a few examples with interactions with the same girl, the same materials and the same teacher are chosen from a qualitative, arts-based study in a single Norwegian preschool. The purpose of the study was to understand how young children (aged 3–5) negotiate meanings while playing with tangible materials. The study showed that both the materials’ qualities and the teacher’s attitude to explorative play with the materials were important determinants of the content of the children’s learning. In the presented examples, the teacher made materials available but did not pre-define the products that should be made. This allowed the girl to explore the possibilities and challenges that emerged from her experiences of the materials and tools. In line with the contemporary understanding that young children have right to contribute to curricula, as is required by the Norwegian Kindergarten Act, this article exemplifies the teacher’s responsibilities for providing for children’s contributions and for facilitating spaces for the negotiation of meaning between materials, children and teachers.nb_NO
dc.language.isoengnb_NO
dc.relation.urihttp://www.use.umu.se/digitalAssets/103/103275_inquiry_vol3_nr3_fredriksen.pdf
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleProviding materials and spaces for the negotiation of meaning in explorative play: teachers´ responsibilitiesnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.rights.holderThe Author(s). Published by Taylor & Francis.nb_NO
dc.source.pagenumber335-352nb_NO
dc.source.volume3nb_NO
dc.source.journalEducation Inquirynb_NO
dc.source.issue3nb_NO
dc.identifier.doi10.3402/edui.v3i3.22039
dc.identifier.cristin965396
dc.relation.projectNorges forskningsråd: 194506nb_NO
cristin.unitcode222,80,2,0
cristin.unitnameInstitutt for praktiske og estetiske fag
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal