Children's Exploration and Cultural Formation
This open access book examines the educational conditions that support cultures of exploration in kindergartens. It conceptualises cultures of exploration, whether those cultures are created through children’s own engagement or are demanded of them through undertaking specific tasks within different institutional settings. It shows how the conditions for children’s exploration form a web of activities in different settings with social relationships, local landscapes and artefacts. The book builds on the understanding of cultural traditions as deeply implicated in the developmental processes, meaning that local considerations must be reflected in education for sustainable futures. Therefore the book examines and conceptualises exploration and cultural formation through locally situated cases and navigates toward global educational concepts. The book provides different windows into how children may explore in everyday practice settings in kindergarten, and contributes to a loci-based, ecological, integral knowledge relevant for early childhood education.This open access book examines the educational conditions that support cultures of exploration in kindergartens. It conceptualises cultures of exploration, whether those cultures are created through children’s own engagement or are demanded of them through undertaking specific tasks within different institutional settings. It shows how the conditions for children’s exploration form a web of activities in different settings with social relationships, local landscapes and artefacts. The book builds on the understanding of cultural traditions as deeply implicated in the developmental processes, meaning that local considerations must be reflected in education for sustainable futures. Therefore the book examines and conceptualises exploration and cultural formation through locally situated cases and navigates toward global educational concepts. The book provides different windows into how children may explore in everyday practice settings in kindergarten, and contributes to a loci-based, ecological, integral knowledge relevant for early childhood education.
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Description of Children's Exploration and Cultural Formation
This open access book examines the educational conditions that support cultures of exploration in kindergartens. It conceptualises cultures of exploration, whether those cultures are created through c
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About the authors
Mariane Hedegaard(editor)
Professor Elin Eriksen Ødegaard Faculty of Education, Arts and Sports Tel:+47 55 58 59 32 Email:Send email Bergen FABRIKKGT, R233-01 Download contact card See profile in CRIStin Field of work I am currently working as research director at 'KINDknow - centre for Systemic Research on Diversity and Sustainable Futures', also called BARNkunne in Norwegian. I am Professor in Early Childhood Education at HVL og professor II at University of Tromsø – The Arctic University of Norway. I graduated at University of Gothenburg in 2007. From 2009 - 2013, I was president in OMEP Norway and from 2009-2014, I led the Project 'Kindergarten as an Arena for Cultural Formation', funded by the Research Council Norway. My research focuses on the complex creative and explorative processes and practices of meaning-making, with an emphasis on narrative methodology. I maintain an interest in dialogic pedagogy, and historical perspectives where I study how early years institutions shape conditions for children, families and teachers and how agency change and shape new conditions. I am currently co-authoring two international books, one about the yougest children and one about exploration and cultural formation. In these books I develop my knowledge about young children and their conditions and possibilties historically, today and in the future.
Elin Eriksen Ødegaard(editor)
Tags
children's learning and development through explorationexploration in kindergartenchildren's transcendence to school learning"glocal" pedagogyfroebel and explorative educationcultural-historical concept of playground activitieschildren and teachers as musical explorerscultural formationdialogical engagementchildren's play and learning activityinclusion and exclusionpedagogical hybridity through Froebelopen access
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