Purpose
The article investigates how existential questions are expressed and are met in unplanned everyday situations in Norwegian kindergartens. The investigation is based on the current framework plan for kindergartens, where giving room to such conversations is a stated objective. The investigations are theoretically rooted in religious pedagogy. The research question is: What characterises interaction and negotiation regarding meaning in dialogues about a dog that has been put down?
Result
The skilled worker meets the children’s questions and thoughts by repeating what they say and by talking to them. This can support the children’s confidence and courage to participate further in the dialogue. However, the skilled worker asks the children few questions. Therefore, the conversations are adult-led and characterised by monologue, and the child often becomes the listening party.
Design
Video observations were conducted of two unplanned dialogues between children and adults in four municipal kindergartens, two in urban areas and two in the city, selected by the municipalities’ kindergarten coordinators. The data material is taken from one of these kindergartens and is obtained through two dialogues, one between a skilled worker and three children and one between the same skilled worker and another child.
References
Fauske, R. (2018). «”Det er berre sånt som vi gjer på dyr. Vi gjer det ikkje på menneske” - Interaksjon og forhandling om eksistensielle spørsmål i barnehagen». Journal of Nordic Early Childhood Education Research, 17(4):1–13.
Financed by
Not specified