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ENCOUNTERING CHILDREN’S PERSPECTIVES IN PLAY: HOW A PLAY EXPERIMENT WITH ANIMAL CLOAKS BECAME A RESEARCH APPROACH IN ECEC

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Jørgensen H. H.

Pedagogický časopis (Journal of Pedagogy)

2023

vol. 14

issue 1

17 – 36

In Danish early childhood education and care (ECEC), pedagogues traditionally work in a child-centred manner, valuing the children’s experiences. During the last 150 years pedagogues have developed expertise in framing everyday life for children while paying double attention to the children’s perspectives, on one hand, and to their own pedagogical interests, on the other. Therefore, play and experiments are essential components of Danish ECEC. This article starts from this pedagogical tradition. It explores if and how researchers can benefit from employing such double attentiveness and uses it to bridge the gap between encountering children’s perspectives and making those perspectives an object of investigation. The empirical materials were derived from a pilot study. Pivotal to this study was the exploration of play experiments as an encounter between children, pedagogues and researchers in which the children’s different perspectives could emerge. The findings suggest that play experiments can be effective as a child-sensitive research approach that enhances children’s embodied knowledge and promotes children’s participation in research. However, methodological questions are raised concerning how to maintain the children’s perspectives and transforming their embodied knowledge into empirical data. Also, the need for further exploration of play experiments as a space for collaborative encounters is appointed.

DANISH EARLY CHILDHOOD EDUCATION AND CARE

63%

Boye Koch A., Jørgensen H. H.

Pedagogický časopis (Journal of Pedagogy)

2023

vol. 14

issue 1

5 – 14

This special issue presents a selection of current research on Danish early childhood education and care (ECEC) aimed at an international audience. The Nordic tradition of child-centred, local and holistic pedagogy is dominant within the Danish educational culture, but the Danish pedagogical approach is the focus of an ongoing dialogue involving political preoccupations with ECEC quality and what is best for the children’s development and learning. Since 2004, Danish ECEC settings have been obliged to work on children’s learning based on a pedagogical curriculum organised around six previously established themes prepared at each local ECEC centre according to specific guidelines. In 2018, a more detailed description of the content of the curriculum and a common pedagogical foundation was introduced in a strengthened curriculum – partly because the previous curriculum led institutions too far away from the existing pedagogical culture. The strengthened curriculum points to key elements such as play, child-centeredness, communities of children and a broad concept of learning – to constitute the understanding and approach to work on children’s well-being, learning, development and formation in ECEC. New research from Danish professionals is presented, revolving around key areas in the strengthened curriculum in order to invite further dialogue with international colleagues about children’s play, fun and well-being, quality cultures, children’s communities, transitions, aesthetics and vulnerability.

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2 Pedagogický časopis (Journal of Pedagogy)

2 Jørgensen H. H.

1 Boye Koch A.

2 2023

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ENCOUNTERING CHILDREN’S PERSPECTIVES IN PLAY: HOW A PLAY EXPERIMENT WITH ANIMAL CLOAKS BECAME A RESEARCH APPROACH IN ECEC

DANISH EARLY CHILDHOOD EDUCATION AND CARE