Barnehagen, den nye skulen? : om læring i barnehagen og plassen den har

Abstract

This study investigated the propriety of learning in modern day kindergartens. Three kindergarten teachers (Pedagogical leaders) from different kindergartens were interviewed. The study focuses on how the educators perceive the view on teaching in the frameworks for kindergartens (Ministry of Education and Research, 2011) and how they themselves perceive the space teaching takes up in the kindergarten, in correlation to the views of the frameworks. All interviews were analyzed and interpreted by the author of the study, and the findings were argued in light of the relevant theory and resources. The participants in the study made correlative suggestions as to how learning is closely tied to the terms development and experience, suggesting that learning involves the child as a whole and is something that happens on a daily basis in a kindergarten setting. In the study its made evident that the participants experience pressure from outside forces such as schools, political and people in general outside the kindergarten setting. The participant feel learning and education takes a lot of room in the everyday workings of a kindergarten, but they also agree that it should have a place of priority in kindergartens. The kindergarten is no longer just a day care, where children are simply looked after, but a venue for learning.