Barn og barnehagelærere i samtaler om estetiske spørsmålsstillinger i barnehagen

The primary intention of this study is to develop knowledge about how/whether children’s reflections on aesthetic issues together with other children and adults can contribute to their thinking and formation processes. The research question is based on the following: How can children’s reflections on aesthetic issues in conversations with kindergarten teachers contribute to their thinking and formation processes?

An interpretative and descriptive analysis resulted in two broad main themes: understanding the concept of art and the relationship between fantasy and reality. The analyses show that children are interested in and have varied experiences of aesthetic questions. The study shows that it is fully possible for children in kindergarten to have the opportunity to relate to aesthetic expressions at a reflective level and not just a practical level. The study also shows that this is something in which children themselves are willing to actively participate in conversations, and that they are able to do this in a competent manner based on their own prerequisites and experiences. These types of conversations can constitute essential components in a formation process, related to reflections one can make on various aesthetic experiences and forms of expression. Generally speaking, formation through a reflective process on specific aesthetic forms of expression may involve self-development. The role of the kindergarten teacher in relation to children’s experience and learning in the field of art, culture and creativity is key, and metacognitive conversations are a useful approach in terms of making children aware of a specific aesthetic academic content, as well as contributing to reflections on the content in question. Aesthetic philosophical conversations at a reflective level can constitute an essential component in a formation process in kindergarten contexts because such conversations can contribute to raising awareness and empowerment.

The empirical data in this study consist of qualitative interviews conducted with children (4–6 years) in groups of up to four children, in three Norwegian kindergartens. A qualitative, interpretative and descriptive analysis was methodically carried out. This is an independent study in a more comprehensive research project on children’s everyday life in kindergarten.

Alvestad, M. & Garred, R. (2018). "Barn og barnehagelærere i samtaler om estetiske spørsmålsstillinger i barnehagen". Barn, 36(2):47-60.