Syfte
The study investigates what the concept of ‘spontaneous activities’ in the Danish curriculum involves, both as a political and educational phenomenon. The researchers investigate what the concept is and how it can be created in the pedagogical practice that takes place between children, and between children and kindergarten teachers in everyday kindergarten life.
Resultat
The results show that spontaneous activities are entangled with elements from both play and child-initiated activities. The study also shows how spontaneous activities can occur in and across other types of learning environments, both planned activities and routine situations, depending on how the kindergarten teachers grasp the spontaneity. The researchers believe this entanglement constitutes both a scope of opportunity and a recognition of the children’s spontaneous activities. It provides an opportunity for kindergarten teachers to support the development of a pedagogy based on spontaneous activity.
Design
The data material was collected using policy documents and relevant steering documents for kindergartens, literature reviews and the analysis of seven research articles on the topic, as well as observations of kindergarten children’s play. During the observations, children from three kindergartens were equipped with GoPro cameras attached around their waists while they played.
Referenser
Schmidt, C. H. & Rossen, R. T. (2020). «Spontane aktiviteter - fra policybegreb til pædagogisk faglighed». BUKS - Tidsskrift for Børne- og Ungdomskultur, 37(64).