Fysisk skolemiljø og pedagogikk. En kunnskapsoversikt

I norsk grunnopplæring har elevene rett til et fysisk skolemiljø som fremmer helse, trivsel og læring. Forskning viser at kvaliteten på det fysiske læringsmiljøet har stor betydning som ramme for å oppfylle sosiale og pedagogiske mål (Bjurstrøm, 2017). Forskning på betydningen av skolens fysiske miljø er preget av mange ulike perspektiver og tilnærminger: estetiske faktorer og design, trivsel, pedagogisk materiell, helsefremmende faktorer, læringsstøtte med mer (de Laval, 2017). Den fysiske utformingen av skolene dikterer ikke nødvendigvis pedagogisk praksis, men det kan være relevant å si at ulike lærings- og undervisningsmetoder eksemplifiseres ved ulike skoledesign (Shield, Greenland & Dockrell, 2010). Læringsprosessene som finner sted i skolen, er tett knyttet til den materielle konteksten, og skolebygninger må over tid tilpasses ulike pedagogiske trender og skiftende læreplaner. Flere studier viser at skolens fysiske miljø har betydning for elevenes læring, trivsel og deltakelse, og at det fysiske skolemiljøet ute og inne påvirker både lærings- og arbeidsmiljøet (Plotka, 2016). I løpet av de siste tjue årene har det skjedd en innsats for å modernisere skole og utdanning både i Norge og i mange andre land, noe som også har medført endringer og nytenking i utforming av skolers bygninger og rom. Skolebyggene er i endring på grunn av pedagogiske reformer i skolesystemet, både nasjonalt og internasjonalt. Det er satt søkelys på ferdigheter som er nødvendige for det 21. århundret og inkluderende opplæring. Nye skolebygg blir i dag utformet med fleksible læringsrom og moderne teknologi og utstyr for å skape rom for en mer tilpasningsdyktig og variert læreplan og for å legge til rette for tilpassede arbeids- og læringsformer. Blackmore, Bateman, Loughlin, O’Mara & Aranda (2011) viser i en litteraturgjennomgang at mye faglitteratur og forskning på skolebygg og læringsmiljøer har satt søkelyset på areal preget av fleksibilitet og mobilitet. Tradisjonelle klasserom med rader av pulter og lærere som instruktører og formidlere foran elevene blir i vår tid beskrevet som utdaterte. Fleksible og utvidede læringsarealer for større elevgrupper tenkes å bedre støtte og forbedre undervisning og elevaktivt læringsarbeid (Frelin & Grannäs, 2022). Slike læringsmiljøer introduseres som aktivitetsbaserte og fleksible, med mål om å tilrettelegge for innovative former for undervisning og læring, som igjen skal fremme framtidsrettet kompetanse. Det er imidlertid lite kjent hvor godt de nye skolebyggene støtter pedagogiske mål, og om det fysiske miljøet og utstyret blir brukt etter hensikten eller oppleves hensiktsmessig for brukerne. Siden starten av 2000-tallet har mengden av forskning på det fysiske skolemiljøets betydning for undervisning, læring, trivsel og tilhørighet i skolen vokst. I tråd med prosjektet "Morgendagens skoler" har vår tilnærming til denne kunnskapsoversikten primært vært å se på hva forskning på fleksible og innovative læringsmiljøer forteller oss. Kunnskapskapsoversikten er dermed et bidrag til å systematisere nyere studier og samle forskningsbasert kunnskap om forholdet mellom pedagogikk og skolens arkitektur, med vekt på erfaringene som spesielt lærere og elever har med nye eller ombygde skolebygg.In Norwegian basic education, students have the right to a physical school environment that promotes health, well-being, and learning. Research shows that the quality of the physical learning environment is of great importance as a framework for fulfilling social and educational goals (Bjurstrøm, 2017). Research into the importance of the school's physical environment is characterized by many different perspectives and approaches: aesthetic factors and design, well-being, educational materials, health-promoting factors, learning support and more (de Laval, 2017). The physical design of schools does not necessarily dictate pedagogical practice, but it may be relevant to say that different learning and teaching methods are exemplified by different school designs (Shield, Greenland and Dockrell, 2010). The learning processes that take place in schools are closely linked to the material context, and school buildings must be adapted over time to various educational trends and changing curricula. Several studies show that the school's physical environment is important for pupils' learning, well-being, and participation, and that the physical environment outside and inside schools affects both the learning and working environment (Plotka, 2016). Over the past twenty years, both in Norway and in many other countries there has been an effort to modernize schools and education, which has also led to changes and new thinking in the design of school buildings and learning spaces. School buildings are changing due to educational reforms in the school system, both nationally and internationally. In recent years, there has been an international focus on skills needed for the 21st century and inclusive education. New school buildings are today being designed with flexible learning spaces and modern technology and equipment to create room for a more adaptable and varied curriculum and to facilitate adapted forms of teachers’ work and students learning. Blackmore, Bateman, Loughlin, O'Mara and Aranda’s (2011) literature review found that much literature and research on school buildings and learning environments has focused on learning spaces characterized by flexibility and mobility. Traditional classrooms, with rows of desks and teachers as instructors and mediators in front of the students, are nowadays described as outdated. Flexible and extended learning spaces for larger student groups are thought to better support and improve teaching and student-active learning (Frelin & Grannäs, 2022). Such learning environments are introduced as activity-based and flexible, with the aim of facilitating innovative forms of teaching and learning which in turn will promote futureoriented competences. However, little is known about how well the new school buildings support educational goals, and whether the physical environment and equipment are used as intended or are experienced as appropriate for the users. Since the beginning of the 2000s, the amount of research on the importance of the physical school environment for teaching, learning, well-being and belonging in school has grown. In line with the "Morgendagens skoler" (Schools of Tomorrow) project, our approach to this present knowledge overview has been to study what research on flexible and innovative learning environments tells us. The knowledge overview is thus a contribution to systematizing recent studies and gathering research-based knowledge about the relationship between pedagogy and the school's architecture, with an emphasis on the experiences that especially teachers and students have with new or transformed school buildings.publishedVersio

Omineca Miner, October, 03, 1914

In het innovatieproject PACT trekken wetenschap, praktijk en beleid samen op om de kwaliteit van de pedagogische voorzieningen voor jonge kinderen te versterken. Doel is een inclusieve speelleeromgeving waarin ieder kind mee telt, mee kan doen en zich optimaal kan ontwikkelen. Het middel is het bevorderen van interprofessionele samenwerking tussen kinderopvang, basisonderwijs en zorg. Overal in het land zijn proeftuinen opgezet om die ambitie in praktijk te brengen. Het wetenschapsteam volgde, begeleidde en onderzocht de PACT-proeftuinen met meerdere instrumenten: een kwalitatieve casestudy, de Monitor Interprofessionele Samenwerking en een enquête onder projectleiders naar meetbare resultaten. Deze publicatie gaat over de resultaten van het onderzoek en wordt afgesloten met conclusies en adviezen

Inclusion by interprofessional collaboration:Results of experimental sites of PACT

Deze rapportage gaat over de resultaten van de PACT-proeftuinen waaraan in opdracht van Het Kinderopvangfonds van 2015 tot 2017 is gewerkt. PACT-proeftuinen zijn innovatieve praktijken waarin door middel van interprofessionele samenwerking tussen de kinderopvang, het basisonderwijs en de zorg wordt gewerkt aan een inclusieve speelleeromgeving voor jonge kinderen (0- tot 6-jarigen)

Inclusive early childhood education and care: a longitudinal study into the growth of interprofessional collaboration

Inclusive early childhood education and care (ECEC) requires interprofessional collaboration between professionals with diverse professional backgrounds. Following developments in human services, there is a growing interest in the role of interprofessional teams in community-based settings for young children. In a three-year longitudinal study, we investigated interprofessional collaboration (IPC) between staff from childcare, education and youth care. At the individual level, a survey was used for the analysis of IPC competences. At the network level, we investigated professional relationships between individuals using social network analysis. Results of a multilevel mixed linear model showed an increase in interdependence and reflection on process of individual staff, followed by the progressive development of perceived team performance. Smaller networks with higher density and professionals’ centrality predicted more positive perceptions of inclusive ECEC. We discuss our findings in the context of growing interest in interprofessional teams in ECEC

Verkenning naar cultuursensitieve leefstijlinterventies voor het jonge kind: Interdisciplinaire samenwerking tussen pedagogen en voedings- en beweegprofessionals voor de aanpak van overgewicht in de grote stad

Jonge kinderen met overgewicht is een actueel probleem, met name bij bevolkingsgroepen met een migratie-achtergrond en een lage sociaaleconomische status in grote steden zoals Amsterdam. Om overgewicht tegen te gaan is het belangrijk om al op jonge leeftijd in te zetten op een gezonde leefstijl met goede voeding en voldoende beweging en slaap. Daarnaast heeft de opvoeding van ouders ook een grote invloed op het ontwikkelen van een (on)gezond gewicht, met name bij jonge kinderen. Vaak worden leefstijlinterventies ingezet om overgewicht tegen te gaan, veelal ontwikkeld door voedings- en beweegprofessionals en gezondheidsbevorderaars. Diverse programma’s voor het stimuleren van een gezonde leefstijl en het tegengaan van overgewicht werken met een cultuursensitieve aanpak om aan te sluiten bij de doelgroep. Deze aanpak vraagt ook om pedagogische expertise, aangezien de opvoeding een belangrijke rol speelt. Als expert op het gebied van opvoeding is het aan de pedagoog om deze expertise ook in te zetten bij de gezonde ontwikkeling van kinderen in de grote stad. Het samenbrengen van expertises met betrekking tot opvoeding en een gezonde leefstijl moet leiden tot een nieuwe en effectieve strategie in de bestrijding van overgewicht bij jonge kinderen waarbij rekening wordt gehouden met culturele en etnische verschillen in opvattingen en gedrag van ouders ten aanzien van opvoeding en een gezonde leefstijl. De onderzoeksvragen van deze studie zijn: 1. Op welke wijze hanteren internationale en lokale leefstijlinterventies voor gezinnen met jonge kinderen in de voorschoolse periode (1-4 jaar) een cultuursensitieve aanpak? 2. Hanteren deze leefstijlinterventies ook een pedagogisch onderbouwde aanpak

Effects of a school-wide anti-bullying program: Empower both students and teachers!

Effects of the Prima anti-bullying program on victimization, classroom peer context and defending behavior Marloes van Verseveld, Minne Fekkes, Ruben Fukkink & Ron Oostdam Background and aims Victimization among children is associated with adverse effects on their physical and psychological health and many schools attempt to reduce bullying. The Dutch school-wide anti-bullying program ‘Prima’ was developed based on techniques and scientific insights that are known to be effective. We investigate the effects of the Prima anti-bullying program on students’ victimization, defending behavior, and the classroom peer context in Grades 3-6. Methods The study participants included 4,368 students from 32 primary schools. The schools were randomly assigned to three conditions. Condition A was offered a teacher-training, an online screening tool for bullying behavior, and a set of practice- and evidence-based guidelines to deal with difficult bullying situations. Condition B included all of condition A plus a series of eight student lessons. Condition C was the control group. A questionnaire was filled out by the students before and after the intervention. Program effects were based on self- and peer-reports. Results Prima reduced students’ peer-reported victimization and the level of isolated students in the classroom. Students in the intervention conditions also reported significantly higher levels of self-efficacy to defend victimized students in their classroom compared to students in the control condition. A trend effect of Prima was observed for students who were nominated as defender of victimized students by peers. The intervention condition with student lessons showed larger effects. Conclusions Our results suggest that Prima reduced victimization in intervention schools, especially in intervention schools that provided student lessons about bullying. The positive outcomes support previous findings on the effectiveness of Prima. Furthermore, our study underlines the importance to include student lessons in whole school anti-bullying programs that focus on creating a positive group norm and pro-social and defending behaviors