Barns erfaringer rundt mening og sammenheng i barnehagehverdagen. En analyse av tematisk innhold i samspillet mellom barn og barnehagelærer

The purpose of the study is to investigate how children and kindergarten teachers interact around themes in everyday life that may have an impact on children’s experiences of meaning and coherence. The research question being investigated and discussed is: What interaction themes can help create meaning and coherence in children’s everyday lives?

The results show that children acquire institutional-cultural skills with support from the kindergarten teacher, which strengthens contact and contributes to a collective sense of coherence within the group of children. Understanding children’s interests beyond those that are situation-based can help to highlight children’s interests as expressions of more fundamental questions they have in their everyday lives. Being child-centred and basing the interaction on children’s initiatives are highlighted as being particularly important. This can be done, for example, by allowing children to influence things and making their learning relevant.

Two kindergartens with a total of three kindergarten teachers and 40 children aged one to three years old were observed using auditory and visual aids over a period of four weeks. The kindergarten teachers had approximately the same amount work experience after completing their education (five to six years).

Bergem, H. (2020). «Barns erfaringer rundt mening og sammenheng i barnehagehverdagen. En analyse av tematisk innhold i samspillet mellom barn og barnehagelærer». Barn, 38(1):55-69.