Physical activity in light of affordances in outdoor environments: qualitative observation studies of 3–5 years olds in kindergarten

This article examines the characteristic of affordances of different outdoor environments, related to the influences of children’s physical activity levels. Qualitative observation studies in a Norwegian kindergarten were conducted of 3- to 5-year-olds into the natural environment and in the kindergarten’s outdoor area. An ecological approach was important from both an analytical and theoretical point of view, using concepts from Gibson’s (The ecological approach to visual perception. Houghton Mifflin Company, Bosten, 1979) theory of affordances. The concepts of affordances in an environment can explain children’s movement behaviour. The findings reveal that situations with high physical activity levels among the children are more often created in natural environments than in the kindergarten’s outdoor environment. Natural environments offer potential qualities that are a catalyst for physical activity. The study shows that certain characteristic of the physical outdoor environment are important for children’s opportunities and inspiration for physical active play. The findings also show that social possibilities and opportunities, human interactions, in the environment have the greatest influence on the duration and intensity of physically active play. The need for knowledge on physical and social opportunities in outdoor environments, educational practice and the content of outdoor time in kindergartens should be given greater attention.publishedVersio

Ansattes vurdering av barns trivsel i barnehagen

Rammeplan for barnehagen vektlegger at barnehagen skal bidra til barns trivsel, men det er uvisst hvordan ansatte i barnehagen vurderer ulike faktorers betydning for barns trivsel. Et spørreskjema ble sendt til 25 norske barnehager for å undersøke hvordan de ansatte vurderte faktorer som påvirker 3–6-åringers trivsel, og hvordan de tilrettelegger for barns trivsel. De 105 respondentene vurderte psykiske, fysiske og sosiale forhold som svært viktig for barns trivsel, samtidig som litt over halvparten vurderte kognitive forhold som viktig. Kognitive forhold med større krav til læring og skoleforberedende aktiviteter kan utfordre den tradisjonelle barnehagepedagogikken som er preget av lek, trygghet og sosiale forhold. Barnehagens utemiljø ble vurdert som bedre tilrettelagt for barns trivsel enn innemiljøet. Ansatte med lengre ansiennitet vurderte at de bedre ivaretar og fremmer barns trivsel sammenliknet med ansatte med kortere ansiennitet. Resultatene viser at ansatte vurderer trivsel ulikt, noe som utfordrer praksisfeltet og barns trivsel i barnehagen.publishedVersio

Children's knowledge about the origins of food in early childhood education and care institutions (ECEC) in Norway

The purpose of the present study was to examine Norwegian kindergarten children’s knowledge about the origins of commonly consumed food items. Data were collected by conducting semi-structured interviews of 56 children (aged five to six years old) from nine different kindergartens based on open-ended questions and with the use of pictures showing eight different food items. Parents and kindergarten staff completed a questionnaire about how often they discuss the origins of food with the children. Most of the children could tell us exactly where milk, caviar, bread, meat, and wheat flour come from, but they were less aware of the origins of cheese, pasta, and sausages. The children’s level of knowledge was not associated with kindergarten profile or gender or with respect to how often parents and staff members reported discussing the origins of food with the children. This study highlights the importance of various educational activities in increasing children’s knowledge.publishedVersio

Kindergarten Children’s Perception about the Ecological Roles of Living Organisms

Young children will inherit the biosphere; therefore, it is crucial that they recognize the importance of all living organisms based on their intrinsic value and ecosystem function, not only on their “cuteness”. However, children’s knowledge about the interdependence among organisms has been little investigated. We interviewed 56 kindergarten children (5–6 years old) in Norway. The aim of the study was to investigate their perception of the importance for nature of six organisms, representing different trophic levels of food webs (producers, consumers, decomposers) and providing different ecosystem services (production, decomposition, and pollination). There was no difference in ranking between sexes or between ordinary and farm-based kindergartens. Bumblebees and earthworms were perceived as the most important organisms, followed by squirrel, trees, and wolf. None of the children recognized the ecological role of mushrooms. Our results show that, although upon completing kindergarten many children had gained an early understanding of the role of different organisms in nature, they missed the importance of plants and fungi. Kindergarten children’s “fungi blindness” might reflect a neglect of the public for this extremely important, diverse, and dominating taxon. We should therefore put more emphasis in raising awareness about the interdependence among trophic levels in food webs.publishedVersio

Physical activity in light of affordances in outdoor environments: qualitative observation studies of 3–5 years olds in kindergarten

This article examines the characteristic of affordances of different outdoor environments, related to the influences of children’s physical activity levels. Qualitative observation studies in a Norwegian kindergarten were conducted of 3- to 5-year-olds into the natural environment and in the kindergarten’s outdoor area. An ecological approach was important from both an analytical and theoretical point of view, using concepts from Gibson’s (The ecological approach to visual perception. Houghton Mifflin Company, Bosten, 1979) theory of affordances. The concepts of affordances in an environment can explain children’s movement behaviour. The findings reveal that situations with high physical activity levels among the children are more often created in natural environments than in the kindergarten’s outdoor environment. Natural environments offer potential qualities that are a catalyst for physical activity. The study shows that certain characteristic of the physical outdoor environment are important for children’s opportunities and inspiration for physical active play. The findings also show that social possibilities and opportunities, human interactions, in the environment have the greatest influence on the duration and intensity of physically active play. The need for knowledge on physical and social opportunities in outdoor environments, educational practice and the content of outdoor time in kindergartens should be given greater attention

Fysisk lek i barnehagens uterom: 5-åringers erfaring med kroppslig fysisk lek i barnehagens uterom

Title: Physical outdoors play in kindergarten. A phenomenological "travel" in bodily experience of outdoor physical play in 5 years old children. Abstract: The purpose of this study was to assess 5years old children in kindergartens about bodilyexperiences in physical outdoor play. Interview in groups was used to findout more about children’s experiences and understanding about topics related to bodilyphysical play, in outdoors area in kindergarten. Results tell that 5 years old children like to be outdoors in kindergarten. They argued that outdoors physical play gives them more freedom and experience in sensory motor activities. The child seems to attract to high sensory motor activities. Children have good reflection about bodily experiences. The children didn’t have reflected answer about preschool teacher’s role in outdoor activities. It needs more research on preschool teacher’s role in outdoor activities in kindergarten

Bevegelsesglede i barnehagen: En kvalitativ studie av 3 – 5 åringers trivsel, involvering og fysiske aktivitet i barnehagens ulike utemiljø

Dagens samfunn er på mange måter organisert slik at det motvirker en fysisk aktiv livsstil. Lavt kroppslig energiforbruk relatert til stillesittende adferd er blitt et globalt helseproblem. Barnehagen er en sentral aktør for å få barn til å bli glade i å bevege seg. Å øke kunnskapen om og forståelsen for hvilke betingelser som skaper bevegelsesglede hos barn i barnehagen, er derfor sentralt i dagens helsedebatt. Studiens overordnede hensikt har vært å bidra med kunnskap om hvilke betingelser som skaper trivsel, involvering og fysisk aktivitet hos 3- 5åringer i barnehagens utemiljø. I denne studien er bevegelsesglede satt i sammenheng med høyt nivå av trivsel, involvering og fysisk aktivitet. Studien har spesifikt rettet fokus mot barns fysiske lek i ulike utemiljø. Med ulike utemiljø menes både barnehagens eget utemiljø og ulike naturmiljø. Fokus for avhandlingen er hvordan barnehagen kan bidra med å skape bevegelsesglede hos barn. Metodene anvendt er observasjoner av barns kroppslige og verbale signaler og uttrykk, og intervjuer med personalet om deres erfaringer og meninger. Studien har tre forskningsspørsmål hvor funnene er presentert i tre artikler. Hovedfunn i studien er at bevegelsesglede hos 3-5 åringer har en flerdimensjonal forklaring og kan forstås på mange måter. Det handler om dynamiske prosesser mellom personalets og barnets ressurser, fysiske og sosiale tilbud og muligheter i miljøet. Fellesskapsleker, sosiale invitasjoner og tilbud i det fysiske miljøet er avgjørende for barns bevegelsesglede. Naturmiljø er katalysator for fysisk aktivitet. Personalets rolle i utemiljø er av stor betydning. Å invitere barn inn i et sosialt fellesskap og å understøtte barns fysiske opplevelser i lek er meningsskapende. Det aller viktigste er å se det enkelte barnet. Gjennom studien av barns bevegelsesglede åpnes det opp for og stilles det spørsmål omkring pedagogisk praksis i barnehagens utetid. Barn og pedagoger kan sammen skape rom for et dynamisk eksplorativt samspill, som leder fysisk lek til nye høyder. Det krever pedagoger med kunnskap, praktiske ferdigheter og vilje til nærvær med barna. På en slik måte kan et kollektivt fellesskap skape en kultur for bevegelsesglede i barnehagen

Ansattes vurdering av barns trivsel i barnehagen

Rammeplan for barnehagen vektlegger at barnehagen skal bidra til barns trivsel, men det er uvisst hvordan ansatte i barnehagen vurderer ulike faktorers betydning for barns trivsel. Et spørreskjema ble sendt til 25 norske barnehager for å undersøke hvordan de ansatte vurderte faktorer som påvirker 3–6-åringers trivsel, og hvordan de tilrettelegger for barns trivsel. De 105 respondentene vurderte psykiske, fysiske og sosiale forhold som svært viktig for barns trivsel, samtidig som litt over halvparten vurderte kognitive forhold som viktig. Kognitive forhold med større krav til læring og skoleforberedende aktiviteter kan utfordre den tradisjonelle barnehagepedagogikken som er preget av lek, trygghet og sosiale forhold. Barnehagens utemiljø ble vurdert som bedre tilrettelagt for barns trivsel enn innemiljøet. Ansatte med lengre ansiennitet vurderte at de bedre ivaretar og fremmer barns trivsel sammenliknet med ansatte med kortere ansiennitet. Resultatene viser at ansatte vurderer trivsel ulikt, noe som utfordrer praksisfeltet og barns trivsel i barnehagen

Ansattes vurdering av barns trivsel i barnehagen

Rammeplan for barnehagen vektlegger at barnehagen skal bidra til barns trivsel, men det er uvisst hvordan ansatte i barnehagen vurderer ulike faktorers betydning for barns trivsel. Et spørreskjema ble sendt til 25 norske barnehager for å undersøke hvordan de ansatte vurderte faktorer som påvirker 3–6-åringers trivsel, og hvordan de tilrettelegger for barns trivsel. De 105 respondentene vurderte psykiske, fysiske og sosiale forhold som svært viktig for barns trivsel, samtidig som litt over halvparten vurderte kognitive forhold som viktig. Kognitive forhold med større krav til læring og skoleforberedende aktiviteter kan utfordre den tradisjonelle barnehagepedagogikken som er preget av lek, trygghet og sosiale forhold. Barnehagens utemiljø ble vurdert som bedre tilrettelagt for barns trivsel enn innemiljøet. Ansatte med lengre ansiennitet vurderte at de bedre ivaretar og fremmer barns trivsel sammenliknet med ansatte med kortere ansiennitet. Resultatene viser at ansatte vurderer trivsel ulikt, noe som utfordrer praksisfeltet og barns trivsel i barnehagen

Children's knowledge about the origins of food in early childhood education and care institutions (ECEC) in Norway

The purpose of the present study was to examine Norwegian kindergarten children’s knowledge about the origins of commonly consumed food items. Data were collected by conducting semi-structured interviews of 56 children (aged five to six years old) from nine different kindergartens based on open-ended questions and with the use of pictures showing eight different food items. Parents and kindergarten staff completed a questionnaire about how often they discuss the origins of food with the children. Most of the children could tell us exactly where milk, caviar, bread, meat, and wheat flour come from, but they were less aware of the origins of cheese, pasta, and sausages. The children’s level of knowledge was not associated with kindergarten profile or gender or with respect to how often parents and staff members reported discussing the origins of food with the children. This study highlights the importance of various educational activities in increasing children’s knowledge