Barnehagen som danningsarena

Transcription

20.08.2014
SENTER FOR
UTDANNINGSFORSKNING
HØGSKOLEN I BERGEN
RESULTS FROM THE RESEARCH PROJECT
KINDERGARTEN AS AN ARENA FOR
CULTURAL FORMATION
STUDIES OF CHILDREN’S MEANING CREATION, EDUCATIONAL
PRACTICE AND CONDITIONS FOR CULTURAL FORMATION | Elin
Eriksen Ødegaard
Contents
About the project
p. 2
International cooperation
p. 3
Results: The concept of cultural formation and new theories
p. 4
Results: Some empirical examples
p. 5
Results: Full list of publications
p. 7
1
About the project
From 2009-2014, a research group attached to the Teacher Professionalism research
programme at the Centre for Educational Research, Bergen University College (Høgskolen i
Bergen), studied the kindergarten as an arena for cultural formation. The project was cofinanced by the Research Council of Norway, with a total budget of approx. NOK 9 million.
The key questions were: How is the content of kindergarten determined? What
characterises the content of Norwegian kindergartens today? How can we research the
concept of cultural formation on the context of kindergarten?
To understand more about the way in which the content of kindergarten is defined, the
project worked from different angles: how small children participate in shaping the content;
what characterises the kindergarten tradition in Norway historically; and what insight can we
gain by looking at it from another perspective – the Chinese tradition.
The initiative has helped to build know-how, participate in new projects and expand the
research group; and, last but not least, the group is now able to contribute fresh knowledge
to the kindergarten sector. Almost 50 academic articles have been published, providing new
knowledge of what characterises the content of kindergarten and what a study of the
concept of ‘cultural formation’ could mean.
The researchers made use of statistical methods; variance analyses, narrative case-studies,
participatory observation, comparative studies, discourse analyses and student projects, and
obtained input from trainee teachers in the form of personal accounts and participatory
observation. In all, 26 Norwegian and 4 Chinese kindergartens were involved in the project,
and 14 researchers observed over 1,200 lessons. Students and trainee teachers in
kindergartens also contributed observations.
The research group has an inter-disciplinary composition. Three postgraduates were
employed on the project: Åsta Birkeland, Liv Torunn Grindheim and Ida Marie Lyså. Other
researchers were: He Min, Anne S. Ekrene Hammer, Ida Margrethe Knudsen, Randi Moe,
Grete Nordvik, Svein-Ole Sataøen, Jan-Helge Kallestad, Tiri Bergesen Schei and Thorolf
Krüger, and Elin Eriksen Ødegaard (project leader).
To read more about the project, visit the Centre for Educational Research:
http://www.hib.no/forskning/barnehagen-som-danningsarena/
2
International and Norwegian cooperation
To improve cooperation and communication with Chinese researchers and kindergartens,
the project operated with a broad understanding of what cultural formation might mean in
the context of kindergarten (a wider understanding of the term than is usual in the European
tradition, as with the idea of Bildung, for example). A large proportion of the publications
were international, appearing in China and Russia and in English-language journals and
anthologies. In autumn 2009 and spring 2010, Dr He Min from East China Normal University
in Shanghai was a guest researcher on the project. Anne Hammer, Åsta Birkeland, Ida Marie
Lyså, Tiri Bergesen Schei and Elin Eriksen Ødegaard were guest researchers at East China
Normal University for varying terms during the research period. In 2013, the project leader
was guest editor (together with Dr Inna Koreponova) of ‘Cultural-Historical Psychology’,
8(4);special issue on ‘Kindergarten as an arena for cultural formation’. In 2011, the project
leader was guest editor of ‘Nordisk Barnehageforskning’ (Nordic kindergarten research) for a
special issue on ‘The concept of democracy in kindergarten’ (together with K.E. Jansen and E.
M. Johansson), (4(2). The research group played an active role in the sector and research
network OMEP, the World Organisation for Early Childhood Education, and the research
network ‘Barnekultur i Norden’ (Childhood culture in the Nordic countries – BIN-Norden).
Researchers also presented at EECERA (European) and NFPF (Nordic) conferences and at
‘FOU i praksis’ (Norwegian: ‘Research and development in practice’), etc. A prominent
partner in the project was Professor Niklas Pramling from Gothenburg University. The
Norwegian Centre for Research into Childhood (NTNU), in the persons of Professors Vebjørg
Tingstad, Anne Trine Kjørholt and Randi Dyblie Nilsen, was a major partner in terms of the
three postgraduates, all taking their PhDs at NTNU. Professor Berit Bae was the external
representative on the steering group, and another important partner. The project also
consulted and invited Professor Ingrid Pramling Samuelsson (Gothenburg University),
Professor Helene Illeris (University of Agder) and Professor Liisa Karlsson (University of
Eastern Finland).
3
Results: The concept of cultural formation and new theories
Cultural formation is a term that has proved hard to understand and to grasp for many
people in the kindergarten sector. The group worked on the concept both empirically and
analytically, in an attempt to operationalise it in the context of kindergarten. In the
European tradition, ‘cultural formation’ is often understood as a process whereby a person is
enriched through education and life experience in order to become a critical and
constructive citizen and an active participant in a democratic society. The researchers
studied how kindergarten creates the conditions for such processes.
Cultural formation is also regarded as human experience, in which children’s play and
learning, the formation of identity and meaning creation, are different avenues to
understanding more about how people are shaped and shape themselves. The theoretical
framework is based on a wealth of empirical material and extensive field work in
kindergartens.
Krüger and Ødegaard have proposed an architecture for studies of the kindergarten as an
arena for cultural formation as a socially complex field. Aspects of such studies may be
habitus (ways in which people behave, feel and think), hexis (habit-formation), dynamic
mechanisms (time/place/situation/relationships), perspectives of the players, and the arenas
(rooms/places), artefacts (things/signs/models), themes (play/learning/meaning
creation/democratic education), outcome (overall plans/curricula/ethos of teacher training),
and the scope of the field (branches and interfaces to other players, local and global
aspects).
From observations of one-year-old Mikal, Schei described how he enters into discursive
space and how he presents himself to the world. Based on these observations, she proposes
the idea ofidentitation as a way of understanding the child as a subject and as an
independent actor. The term covers the ongoing, incomplete and complex processes that
create, confirm and renew a person’s identities.
Another example is the metaphor of participatory space, and two different descriptive
markers for forms of participation: withheld participation and limited space and ongoing
participation and extended space(proposed by Ødegaard). The metaphor is intended to
4
illustrate the fact that kindergarten is an institutional space for possible participation, where
children themselves help to create such space for participation.
Results: Some empirical examples
A study of some 800 extensive observations undertaken by kindergarten teachers as
participatory observation within their own practice showed that children with Norwegian as
a second language, and the youngest children, often took part in activities together with the
staff. The oldest children took part much less than the youngest in music and reading
activities. The staff in the kindergarten initiated activities together with children for around
20 % of the kindergarten day.
The walls of the kindergarten are agents of cultural formation. From a study of what is put
up on the walls of the kindergarten, we were able to describe cultural similarities and
differences between the ways in which Norwegian and Chinese kindergarten teachers see
their own role. It turned out that the objects on the walls expressed the aims and purpose of
the kindergartens.
An ethnographic study of the fellowship among children in the kindergarten shows that play
is crucial, both as a condition for participating and as a means of doing so. It is the games
that children play, such as social make-believe games, puzzles or hide-and-seek, that
constitute situated play-based fellowship among children. Different games also provide clues
to how children are participating. The study shows that children in play-based fellowship
may overturn established positions of power between children and staff. Age, artefacts,
friendship, how long the child has gone to kindergarten, the arrangement of the room, the
architecture, expectations of the children, the daily routine and ways of forming groups are
also factors in establishing fellowship. As well as play, the study shows that ‘resistance’ and
‘anger’ may be possible forms of participation for children.
Collaborative storytelling sessions involving adults and children are seen as a place to research
processes of cultural formation. When children and adults work together to recount something that
has happened or is going to happen, they create content in the kindergarten. An analysis of
collaborative storytelling sessions showed that when children took the lead, the expedition/excursion
was an event that recurred in many of the narratives. The children told stories of new discoveries and
exciting things they had seen and done at the kindergarten and outside, and episodes they had
experienced with their families.
Bead play in the kindergarten seems to be a disciplinary activity that kindergarten teachers
use to create calm and gain control of the group. Bead play typically takes place as a way of
occupying the children in transitional situations: before a meal; after the meal; at the end of
the day; or after being outside. The study is used to raise a number of questions of practical
and local-cultural nature concerning the kindergartens.
5
A feature of the Norwegian kindergarten tradition is a pedagogical mission aimed at giving
children good childhood experiences. Plenty of time for self-defined activities (play), and
care for the social aspects, in which goals to do with democratic experience, selfdetermination and closeness to nature are key features. These can be traced through
historical studies of very popular textbooks used to train kindergarten teachers, interviews
with kindergarten pioneers and historical documents.
Resultater: Fullstendig publikasjonsliste
Oversikt over fagfellevurderte publikasjoner i forskningstidskrift, forskningsserier og vitenskapelige
antologier
Birkeland, Å. (2013). Research dilemmas associated with photo elicitation in comparative early
childhood education research. Research in comparative and international education. Vol.8.
Birkeland, Å. & Ødemotland, S. (2013). Hva skjer når norske barnehagelærerstudenter møter kinesisk
samfunn, kultur og barnehage? I: Johannes Servan og Michael Paulsen: Terra Nullius –et hav af
kultursammenstød. Aalborg: Aalborg Universitetsforlag .
Birkeland, Å. (2013). Kindergarten Teachers' educational ideals — tensions and contradictions.
Cultural Historical Psychology 2013; Volum 8 (2). ISSN 1816-5435.p. p. 45-53.
Birkeland, Å. (2012). Barnehagens vegger som danningsagenter – en komparativ analyse I: Ødegaard,
E. E. Barnehagen som danningsarena. Bergen: Fagbokforlaget. ISBN: 9788245011531
Birkeland, Å. (2010) Praksisopplæringen i førskolelærerutdanningen i Norge. (Oversatt til kinesisk).
Childhood Education (Educational Sciences), No.483-484,pp. 10-11. Shanghai: ECNU
Grindheim, L. T. (2014). "I'am not angry in the kindergarten!". Interruptive anger as democratic
participation in Norwegian kindergartens. Contemporary Issues in Early Childhood ; Volum 15.(4)(in
press). (nivå 2)
Grindheim, L. T. (2013). Barns motstand som demokratisk deltaking i basebarnehagen. Utbildning och
Demokrati ;Volum 22.(2) s. 37-57 (nivå 1)
Grindheim, L.T. & Ødegaard, E. E. (2013). What is the state of play? International Journal of Play
2013; Volum 2 (1). ISSN 2159-4953.s 4 – 6
6
Grindheim, L.T. (2012). Puslespel som utgangspunkt for demokratisk dannande praksisar i
barnehagen. I: Ødegaard, E. E. Barnehagen som danningsarena. Bergen: Fagbokforlaget.
ISBN: 9788245011531
Grindheim, L. T. (2011).Barnefelleskap som demokratisk danningsarena – Kva kan gje hove til
medverknad i leik i barnehagen? Nordisk barnehageforskning, vol 4, (2), 91-102.
Hammer, A. S. E. (2012). Undervisning i barnehagen? I: Ødegaard, E. E. Barnehagen som
danningsarena. Bergen: Fagbokforlaget. ISBN: 9788245011531
Hammer, A. S. E. (2009). Naturfag i norske barnehager. Artikkel oversatt til kinesisk og publisert i
Early Childhood Education (Educational Sciences), No. 447-448, pp. 92-95. Shanghai: East China
Normal University.
Kallestad, J-H. & Ødegaard, E. E. (2014). Children`s activities in Norwegian kindergartens. Part 2:
Variations. Cultural-Historical Psychology. Volum 9 (1). Pp 86-93.
Kallestad, J-H. & Ødegaard, E. E. (2013). Children`s activities in Norwegian kindergartens. Part 1: an
overall picture. Cultural-Historical Psychology. Volum 8 (4). pp. 74-92.
Knudsen, I. M. & Ødegaard, E. E. (2012). Slitesterke barnesentrerte diskurser. I: Ødegaard, E. E.
Barnehagen som danningsarena. Bergen: Fagbokforlaget. ISBN: 9788245011531.
Knudsen, I. M. & Ødegaard, E. E. (2011). Fotofloker - vilkår for barns deltakelse når digitale bilder tas i
bruk i barnehagen. Nordisk Barnehageforskning ( vol 4, nr. 2 s. 115-128).
Lyså, I. (2012). Danningsbegrepet som analytisk begrep i lys av nyere barndomssosiologi. I: Ødegaard,
E. E. Barnehagen som danningsarena. Bergen: Fagbokforlaget ISBN: 9788245011531.
Moe, R. & Nordvik, G. (2012). Barns bruk av leketøy i familieleken – et kjønnsperspektiv. I: Ødegaard,
E. E. Barnehagen som danningsarena. Bergen: Fagbokforlaget. ISBN: 9788245011531
Nordvik, Grete; Moe, Randi. (2012). Spor etter kjønnsdiskurser i barnehagepersonalets
praksisfortellinger. Nordisk Barnehageforskning 2012 ;Volum 5.(6) s. 1-10.
Nordvik, Grete (2011). How to Meet the Challenge of 1-3-year-old Children Entering Kindergarten.
Early Childhood Education Educational Sciences 2011; Volum 1,2. (501,502) s. 79-8.
Sataøen, S. O. (2012). Perler, perlebrett og perling som danningsinnhald i barnehagen. I: Ødegaard, E.
E. Barnehagen som danningsarena. Bergen: Fagbokforlaget. ISBN: 9788245011531.
Schei, T. B. (2013). Everyday Life Discourses in Kindergarten. Cultural-Historical Psychology 2013;
Volum 8 (2) s. 31-37. http://psyjournals.ru/kip/2013/n2/61549.shtml
Schei, T. B. (2012). Identitering, et forskningsteoretisk bidrag til kunnskap om danningsprosesser. I:
Ødegaard, E. E. Barnehagen som danningsarena. Bergen: Fagbokforlaget. ISBN: 9788245011531.
Schei, T. B. (2010). «Barnehagen som musikalsk danningsarena». I: Fagtidsskrift for Foreningen
Musikk fra livets begynnelse. [email protected]
7
Schei, T. B. (2010). «Små barns selviscenesettelser». I: Barnehagen. Tidsskrift for barnehagefolk.
4/2010: 14-17. Oslo, SEBU kompetansesenter.
Ødegaard, E. E. (2013). Ambivalens blant helter og forrædere - Refleksjoner over demokratisk
formende erfaringer etter 22 juli 2013. I Anne Greve, Sissel Mørreaunet & Nina Winger (red). Ytringer
om likeverd, demokrati og relasjonsbygging i barnehagen. Fagbokforlaget ISBN 978-82-450-1281-1.s
193 - 208.
Ødegaard, E.E. (2013). Early Childhood Education in Norway and Sweden Today: Education for
Democracy. In: Jan Georgeson & Jane Payler (ed). International perspectives on Early Childhood,
Education and Care. Open University Press 2013 ISBN 9780335245918.s 76 – 90.
Ødegaard, E. E. & Inna Koreponova (Ed.) (2013). Special Issue: Kindergarten as an Arena for Cultural
Formation. Cultural-Historical Psychology 2013; Volum 8 (2). ISSN 1816-5435.p.p. 29-30.
Ødegaard, E. E. & Pramling, N. (2013). Collaborative Narrative as Linguistic Artifact and Cultural Tool
for Meaning-making and Learning. Cultural-Historical Psychology, Volum 8 (2). ISSN 1816-5435.p.p.
38 - 44.
Ødegaard, E. E. & Krüger, T. (2012). Studier av barnehagen som danningsarena –
sosialepistemologiske perspektiver. I: Ødegaard, E. E. Barnehagen som danningsarena. Bergen:
Fagbokforlaget. ISBN: 9788245011531.
Ødegaard, E. E. (red). (2012). Barnehagen som danningsarena. Bergen: Fagbokforlaget Vitenskapelig
antologi med fagfellevurdering. ISBN: 9788245011531.
Ødegaard, E. E. (2012). Meningsskaping i bruk av artefakter. I: Ødegaard, E. E. Barnehagen som
danningsarena. Bergen: Fagbokforlaget. ISBN: 9788245011531.
Ødegaard, E. E. (2012). Piracy in Policy: Children influencing early childhood curriculum in Norway. In:
Theodora Papatheodorou (ed). Debates on Early Childhood Policies and Practices – Global snapshots
of pedagogical thinking and encounters. London: Routledge. ISBN 9780415691017.
Ødegaard, E. E. og Knudsen, I. M. (2012). Nye digitale begivenheter – nye former for deltakelse I: Jan
Ketil Torgersen og Henrette Jæger (red). Medialisert barndom. Digital kultur i barnehagen. Oslo:
Universitetsforlaget. ISBN 9788215020259.
Ødegaard, E.E. (2011). På jakt etter demokratibegrep i barnehagen. Redaksjonelt med Jansen, K. E.,
Johansson, E. & Ødegaard, E.E. (red). Tema Demokrati, Nordisk barnehageforskning vol 4, (2), 61-64.
Ødegaard, E. E. (2011). On the track of cultural formative practice - A chronotopic reading of young
children’s co-narrative meaning making. In Jayne White & Michael Peters (eds): “Bakhtinian
Pedagogy: Opportunities and challenges for research, policy and practice in education across the
globe”. (pp. 197-201). Series: Global studies of Education, nr. 7. New York, Bern, Berlin, Bruxelles,
Frankfurt am Main, Oxford, Wien, 2011. Peter Laing, ISBN 978-1-4331-1353-6.
Ødegaard, E. E. (2011). Deltakende handlingsrom i barnehagen - dynamikk og vilkår. I: Tora Korsvold
(Red); Inkludering, barn, barndom, barnehage. Bergen: Fagbokforlaget. ISBN 9788245009781.
Ødegaard, E. E. (2011).Learning to narrate: Appropriating a Cultural Mould for Sense-making and
Communication, co-author Niklas Pramling, In: Niklas Pramling & Ingrid Pramling Samuelsson
8
(Ed):Educational Encounters: Nordic studies in Early Childhood Didactics. Series: International
Perspectives on Early Childhood Education and Development (pp15-37). Dortrecht Heidelberg
London New York: Springer. ISBN 987-94-007-1616-2.
Ødegaard, E. E. (2009). Children's Initiatives and Teachers' Practices`- Educational Maneuvers in a
Norwegian Preschool Classroom, In: Judith Mc-Connell Farmer (Ed.), The Education of Young
Children: Research and Policy (Pp.165-174), KY, USA: Linton Books Ltd.
ISBN 978-0-9817854-2-4
Oversikt over formidling i fag- og lærebøker
Pramling, N. & Ødegaard, E. E. (2014) Berättande och Minnande.In: Barbro Bruce & Bim
Ridderspore: Berättande i förskolan. Stockholm: Natur och Kultur (s. 92-103).
Ødegaard, E. E. & Margaret Klepstad Færevaag (2013). Barn med Down syndrom som deltakere i
barnehagen. I: Bente Hvidsteen (red). Spesialpedagogikk i barnehagen. Bergen: Fagbokforlaget.
Ødegaard, E. E. og Knudsen, I. M. (2012). Nye digitale begivenheter – nye former for deltakelse I: Jan
Ketil Torgersen og Henrette Jæger (red). Medialisert barndom. Digital kultur i barnehagen. Oslo:
Universitetsforlaget. ISBN 9788215020259. Kapittel 4.
Medieproduksjoner
Schei, Tiri Bergesen; Bonete, Xavier (2011). Musisering med de minste i barnehagen. Filmproduksjon i
tre deler. Spor 1: Musikkstund (11:06) Spor 2: Musikkstund - med forskerkommentarer (11.06). Spor
3: Forberedelse og refleksjon (06:59). Engelsk oversettelse som tekstlinje. HiB Mediesenteret Bergen
2011
Ødegaard, E. E., Sataøen, S.O., Aaserud, G. Siv Systad (2014). Barnehagepionerene.
Filmproduksjonsserie bestående av 7 kortfilmer. Webside: http:
http://prosjekt.hib.no/barnehagepionerene/
Oversikt over inviterte key-note foredrag og gjesteforedrag
Birkeland, Å. (2013) INVITERT Utdanningssamarbeid med Kina. Førskolelærerutdanningen som
eksempel. SIU, Internasjonaliseringskonferansen 2013; 2013-03-06 - 2013-03-07
Birkeland, Å. (2012) INVITERT Barnehagen som danningsarena i et internasjonaliseringsperspektiv.
Dialogmøte med Kunnskapsdepartementet; 2012-11-26
Birkeland, Å. (2012) GJESTEFOREDRAG Cultural understanding and comparative education. Closing
seminar at Beijing Institute of Education; 2012-11-06
Birkeland, Å. (2012) “Individualization as educational ideal - a comparative analysis of kindergarten
teachers`educational practice in Norway and China”. Bachelor og Mastergradsstudenter i Early
Childhood Education ved East China Normal University; 2012-10-19
9
Birkeland, Å. (2012) GJESTEFOREDRAG “Polyvocal photo-elicitation in cross cultural early childhood
education and research”. East China Normal University, 2012-04-02
Birkeland, Å. (2011) GJESTEFOREDRAG “Comparative research - some methodological questions.
Approaches to international studies”. East China Normal University. May 4
Birkeland, Å. (2011) GJESTEFOREDRAG Educational ideals in a comparative perspective - Norway and
China. Invited guest speaker at East China Normal University, 2011.
Hammer, A. S. E. (2009) INVITERT Outdoor activities in Norwegian kindergartens. A pedagogical tool
in stimulating children’s overall development and interest in science. Invited speaker at 2009
International Child Development and Education Forum. Shanghai, China, October 19-21, 2009.
Schei, T. B. (2014) GJESTEFOREDRAG A Norwegian Kindergarten Teacher and his Approach to Music
Cirle Time with Children. Riga Teacher Training and Educational Management Academy, Riga.
25.02.2014.
Schei, T. B. (2011) GJESTEFOREDRAG Music circle time with one year old children in kindergarten.
Vitenskapelig foredrag for fagfeller og studenter ved East China Normal University (ECNU); 2011-1123 - 2011-11-23
Schei, T. B. (2011) KEYNOTEFOREDRAG: Performing sound and sentiment, self and society in music
education – Research questions and challenges. Grieg Research School in Interdisciplinary Music
Studies; 2011-11-28 - 2012-12-01
Schei, T. B. (2011) GJESTEFOREDRAG Preschool as an Arena for Cultural Formation: The Effects of
Musicking with Preschool Children. Lærerutveksling NNME-Nordplus; 2011-05-25 - 2011-05-25
Ødegaard, E. E. (2012) INVITERT Barnehagen som danningsarena. Barnehagen som læringsmiljø og
danningsarena. Kunnskapsbanken. Kunnskapsdepartementet. Invitert foredrag21.08.
Ødegaard, E. E. (2011) GJESTEFOREDRAG Understanding the Scandinavian kindergarten model –
examples from Norway. Guest researcher’s speech at East China Normal University 2011.
Ødegaard, E. E. (2010) KEY-NOTE SPEECH Piracy in Policy- Children influencing curriculum in
kindergartens in Norway. Key-note speech at the Conference: Early Childhood Curriculum, Policy and
Pedagogy in the 21st Century –An International Debate. Anglia Ruskin University -Cambridge &
Chalmsford, March 25-27.
Oversikt over vitenskapelige papers og foredrag
Birkeland, Å. (2013). Norske barnehager sett fra Kina. Master i undervisningsvitenskap; 2014-10-08 2014-10-08
Birkeland, Å. (2013). Regulering av tid som vilkår for danning. Fou konferanse - Danning og
didaktiske praksiser; 2013-04-09 - 2013-04-10
10
Birkeland, Å. (2013). Regulation of time as condition for cultural formaton - Kindergarten teachers'
practices in a kindergarten in Norway and in China. Seminar, International Research in Early
Childhood; 2013-02-18 - 2013-02-19
Birkeland, Å. (2012). Photo-elicitation in cross-cultural early childhood education research. Seminar
Visual Methodology. Høgskolen i Bergen; 2012-04-16 - 2012-04-16
Birkeland, Å.(2012). Barnehagens vegger som danningsagenter. FOU i Praksis, Dannelse, mangfold og
fremtid, Rica Nidelven 23-24 april 2012.08.28.
Birkeland, Å. (2012). Photo elicitation as a methodological approach in cross-cultural studies. EECERA,
Porto, Portugal 29 august – 1 September Pre-Birth To Three: Identities, Learning, Diversities.
Birkeland, Å. (2011). Idestrømninger i kinesisk barnehagepedagogikk. Barndom i Kina; 2011-04-04 2011-04-04
Birkeland, Å. (2011). Comparative research - some methodological questions. Approaches to
international studies; International seminar. HiB, 2011
Birkeland, Å. (2011). Individualization as educational idea(l)s - a comparative study of preschool
teachers` practice. NORASIA VI konferansen; 2011-12-12 - 2011-12-14
Birkeland, Å. (2010). "Glocal Ideals" - om førskolelæreres danningsideal. Forum for
utdanningsvitenskap og danningsproblematikk (FORUD); 2010-12-09 - 2010-12-09
Birkeland, Å. & He Min (2010). Educational ideals among preschool teachers in China and
Norway –a case study. In Children Citizens in a Challanged World, 11-14 08, 2010.OMEP. Gøteborg,
Sweden.
Birkeland, Å. (2010). Using Tobin in comparative studies; why, how and with what
challenges? Paper; International Studies in Early Childhood education. 14 06, 2010, Bergen:
Podcasted Conference.
Birkeland, Å., He Min, Hammer, Anne. S. E. (2010). Preschool teachers reflections upon
individuality in Norway and China. Paper; International Studies in Early Childhood education. 14 06,
2010 Bergen: Podcasted Conference.
Birkeland, Å. (2010). Internasjonalisering for økt kvalitet i utdanningen. Høgskolen i Bergens
samarbeid med universitet i Kina. Ledersamling ved Høgskolen i Bergen; 2010-02-10 - 2010-02-10
Birkeland, Åsta; Hammer, Anne S.E.; Min, He. (2010). Collectivism and individualism as educational
ideals among preschool teachers in China and Norway. International studies in Early Childhood
Education; Seminar Høgskolen i Bergen.2010-06-14
Birkeland, Å. (2010). Identifying learning cultures by using comparative research. International
studies in Early Childhood Education; Seminar Høgskolen i Bergen.2010-06-14
11
Birkeland, Å., Hammer, A. S. E., Min, He. (2010). Individualism and collectivism as ideals in
educational activity - a case study of teachers´ educational beliefs in a Norwegian and Chinese
kindergarten. 26th OMEP World Congress - citizens in a challenged world; 2010-08-11 - 2010-08-13
Birkeland, Å. Min, He (2010). The uses of artifacts in Chinese and Norwegian kindergartens - photo
reflections. OMEP foredrag; 2010-03-15
Grindheim, L. T. (2014). Barneborgarars kvardagsliv - ein studie av barns deltaking i tre norske
barnehagar. Presentasjon av PhD. prosjektet på master i undervisningsvitenskap ved Al, HiB; 201402-20.
Grindheim, L. T. (2013). Barns motstand innan basebarnehagearkitekturen. Danning og didaktiske
praksiser, FoU konferanse på Landås; 2013-04-09 - 2013-04-10
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danning i barnefellesskap i barnehager, i Norge. Presentasjon i diskusjonfora for forskingsprosjekt.
Danmarks pædagogiske Universitetsskole. 24.02.2012
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Lyså, I. M. (2011). Urban Barndom i Kina. Presentasjon på BDA forskningseminar: Barndom i Kina.
HiB. 04.04.2011.
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2010. Trondheim.
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13
Moe, R. (2010). How do children use toys, equipment and other material in their play and
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kjønn. Presentasjon på seminar for deltakende barnehager. HiB 06-02-09
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14-09-09
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Knudsen, I. M. (2009). Shaping and sharing digital media - Democratic potentials and increasing
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conference: Pre-birth to three: Identities, learning, diversitites. Opporto, Portugal 29.8.-1.9.2012.
Schei, T. B. (2012). Visuelle produksjoner – hva er det/kan det være/vil vi at det skal være? Foredrag
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Schei, T. B. (2011). Preschool as an Arena for Musical and Cultural Formation. 16th Conference of
Nordic Network for Research in Music Education; 2011-03-30 - 2011-04-01
Schei, T. B. (2010). Om å forske. Forskningsstrategier i min tidligere og
pågående forskning. I: Forelesning for doktorander Kungliga Musikhögskolan, Stockholm. 2309 2010.
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2010. Malmø, Sweden.
Schei, T. B. (2010). Outlining a new intercultural study: Preschool Musical Acculturation in Norway
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Birmingham, UK.
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2012.08.28
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fremtid, Rica Nidelven 23-24 april 2012.08.28.
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Three: Identities, Learning, Diversities.
Ødegaard, E. E. (2011). Education and Professional Development, Bergen; BUC, 2010 19-08.
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Normal University (ECNU) Shanghai; 2011-11-14 - 2011-11-14
Ødegaard, E. E. (2011). Danningsbegrepet - Betraktninger om Rammeplan for barnehagens
innhold og oppgaver og innspill fra NFR prosjektet Barnehagen som danningsarena. Seminar Pilotprosjektet Barnehagen som lærings- og danningsarena. Utdanningsavdelingen i
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cultural formation. Paper presented at European Narratology Networks 2. Conference:, Working with
Stories –Narrative as a Meeting Place for Theory, Analysis and Practice. Syd Dansk University,
Kolding, March 09-11. Proceeding published as proceedings at Narrnets website.
Ødegaard, E. E. (2011). [To build a research group – experiences from KAFC]. Å bygge opp
forskningsprosjekter – erfaringer fra BDA. Forskerkonferanse, Senter for utdanningsforskings, Hotell
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analyser av undervisning. Stipendiatsamling HiB, 2503 2011.
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teacher - Early Childhood Education and Professional Development, Bergen; BUC, 2010 19-08.
15
Ødegaard, E. E. (2010). Kindergarten as an arena for cultural formation –A narrative and historical
approach to describe children using artefacts. NFPF/NERA 38th Congress - Active Citizenship, Malmø,
March 11-13
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Bjørnefjorden. 0309 2010.
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Førskolelærerutdanningene på vestlandet- NLA.
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conference - Enhancing the Development of Early Childhood Education: Opportunities and Quality.
Shanghai, China, 11.-13. July 2013.
Formidling på konferanser og i tidsskrift for barnehagepersonell
Birkeland, Å. (2014). Danningsideal i norske barnehager - sett fra Kina. Barnehagestemne i Sogn
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barnehager i Shanghai; 2012-03-30
Birkeland, Å. (2012). “The Norwegian kindergarten Model and the Philosophy of Play”. Regionsamling
for barnehagestyrere i Shanghai; 2012-04-05
Birkeland, Å.; Ødemotland, S. (2011). Nå kan jeg ikke flere kinesiske ord. Barnehagen-tidsskrift for
barnehagefolk (04)
Birkeland, Å. (2011). Høgskolen i Bergen sitt samarbeid med kinesiske utdanningsinstitusjoner og
barnehager. Barnehage- tidsskrift for barnehagefolk
Grindheim, L. T. (2013). På leit etter demokratiske praksisar i barnehagen. Røstadseminaret; 2013-1122 - 2013-11-22
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Grindheim, L.T. (2012). Å ha nokon å vera med… Deltaking, medverknad og demokrati i barnehagen.
Kurs på felles planleggingsdag for tilsette i barnehagane i Øygarden kommune. 16.08.2012
Grindheim, L.T. (2011). Barnefellesskap som arena for medverknad og vennskapsbygging. Foredrag
på fagdag i Montana barnehage. 04.02.2011
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samfunnsarbeid. 07.02.2011
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danningsarena”. Presentasjon på seminaret ”Profesjonsutviklende forsking innen høgskolens
16
utdanningsområder”. 23.11.2011
Hammer, A. S. E. (2014). Undervisning i barnehagen? Invitert foredragsholder på Forskerfrø 2014.
Nasjonal naturfagkonferanse for ansatte i barnehagen, arrangert av Utdanningsforbundet og
Naturfagsenteret, Oslo, 3.-4. febr. 2014.
Hammer, A. S. E. (2013). Undervisning i barnehagen? Invitert foredragsholder på Forskerfrø på
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Hamar naturskole, Høgskolen i Hedmark og Utdanningsforbundet. Hamar, 22. okt. 2013.
Hammer, A. S. E. (2013). Undervisning i barnehagen? Invitert foredragsholder på Forskerfrø i
Stavanger. Regional naturfagkonferanse for ansatte i barnehagen, arrangert av Universitetet i
Stavanger, Naturfagsenteret og Utdanningsforbundet, Stavanger, 8. mars 2013.
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Knudsen, I. M., & Ødegaard E. E. (2010). Barnehagen som danningsarena - bruk av digitale
verktøy for barns meningsskaping og medvirkning. Invitert Foredrag på Utdanningskonferansen;
Læring i et digitalt samfunn, Clarion hotell 26102010
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reise”.(Invitert foredrag) Klikk der-konferansen 18-19 05, 2010. Oslo.
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presentasjon på NORM -fagdag Bergen kommune. 22 09, 2010. VILVITE -Bergen.
Knudsen, I. M., & Ødegaard E. E. (2010). Når jeg klikker så skaper jeg - Om små barns meningsskaping
og medvirkning med bruk av digitale verktøy i barnehagen. Invitert Foredrag for ansatte i Porsgrunn
kommune 2210, 2010.
Moe, R. og Nordvik, G. (2010). Hvordan kan barnehagens praksisfortellinger gi innblikk i
sentrale kjønnsdiskurser? Foredrag for barnehagepersonale. 22-04-10
Nordvik, G. (2010). Spor etter kjønnsdiskurser i barnehagepersonalets praksisfortellinger. I
Nettverkssamling for førskolelærerutdannere på Vestlandet. Bergen1504, 2010: Norsk
Lærerakademi.
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barnehagefolk. (3):5-7. ISSN 1501-9667
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barnehagen. Invitert foredragsholder 0205, 2010. Meland aktiv. Frekhaug
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Foredrag: Barnehagen som læringsmiljø og danningsarena – samarbeid om kompetansemidler.
Arrangør: Hordaland fylkeskommune/Høgskolen i Bergen, 30.1.2012
17
Schei, T. B. og Øksendal, K. I. (2011). OMEP-foredrag: De minste barnas musisering – innblikk i et
forskningsprosjekt. På OMEPs ( Verdensorganisasjonen for små barns oppvekst og læring)
kveldskonferanse 14.2.2011, Øyjorden barnehage, Bergen.
Schei, T. B. (2010). Små barns selviscenesettelser. Hva kan man lære om formingen av små
barn ved å forske i barnehagen? Barnehagen - Tidsskrift for barnehagefolk. 04 (04):14-17. ISSN 15019667
Ødegaard, E. E. (2011). [Children using toys –kindergarten as an arena for cultural formation].
Leketøy til begjær og besvær – om barns bruk av ville og stille saker i barnehagen, Invitert foredrag
på barnehagekonferansen: Danning i barnehagens hverdag; Universitet i Stavanger 2605 2011.
Ødegaard, E. E. (2011). Materiell og leketøy til begjær og besvær- perspektiver på barnehagen som
danningsarena. Barnehagefolk, nr. 1, 72-81. ISSN 1500-6905.
Ødegaard, E. E. (2011). [Education for Sustainable development] Pedagogikk for bærekraftig utvikling
– om OMEP’s arbeid. Foredrag på Fagforum. Forskerfrøkonferansen, Nasjonalt senter for Naturfag i
opplæringen. Lærernes hus, Oslo, 0702.
Ødegaard, E. E. (2011). [The horsepoo and other co-narrations]. Hestebæsjen og andre
samtalefortellinger]: Foredrag på Forskerfrøkonferansen, Nasjonalt senter for Naturfag i
opplæringen. Universitetet i Oslo. Lærernes hus, 0802 2011.
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gjere og snakke – å arbeide fagleg med dei yngste barna i barnehagen. Fagdag for ansatte i Fjell
kommune; Fjell Rådhus, 0402.
Ødegaard, E. E. (2010). Danning til deltakelse – Samtalefortellinger med små barn
barnehagen. Barnehagefolk nr. 1/2.
Ødegaard, E. E. (2009). Mellom frykt og fryd – noen estetiske aspekter i barns meningsskaping
Nasjonal Kunstfagskonferanse, HiB, 23. november.
Oversikt over formidling til allmenheten i media og medieeomtale
Birkeland, Å. Omtale og intervju i Bagspejlet med Åsta Birkeland på bakgrunn av artikkelen: Vegger
som danningsagenter i Ødegaard, E. E. (2012). Barnehagen som danningsarena. Bergen:
Fagbokforlaget
Birkeland, Å. Omtale og intervju i Vettuva med Åsta Birkeland på bakgrunn av artikkelen: Vegger som
danningsagenter i Ødegaard, E. E. (2012). Barnehagen som danningsarena. Bergen: Fagbokforlaget.
Birkeland, Å. (2012). Barnehagepolitikk på kinesisk. Kronikk, Bergens Tidende 2012
18
Grindheim, L. T. Intervju med Liv Torunn Grindheim i tidsskriftet Verktøykassa. Inspirasjon og ideer til
barnehagen, Lek og lær: med fokus på brettspill! SOSIALT SPILL. Vol. 12 ( 3), 2011 – Forfatter: John
Roald Pettersen.
Knudsen, I.M .og Ødegaard, E. E. Omtale i Bagspeiljet av Ida Knudsen og Elin Eriksen Ødegaards
artikkel Fotofloker - vilkår for barns deltakelse når digitale bilder tas i bruk i barnehagen. Nordisk
Barnehageforskning ( vol 4, nr. 2 s. 115-128).
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‘Små keisere' og disiplinering i kinesisk barnehage.
Sataøen, Svein Ole. Forskinga når ikkje ut til studentane. Kronikk i Bergens Tidende. 1507 2010.
Ødegaard, E. E. Barnehagefolk, nr. 4, 2013; Digital kompetanse- av eller på: Intervju av Elin Eriksen
Ødegaard om Digital danning av John Roald Pettersen
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(referanse til Ødegaards foredrag i Kunnskapsbanken 21082012).
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www.modern-family.com. ISSN 1000-4319. Kina.
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av/med Elin Eriksen Ødegaard].
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Ødegaard, E. E. P4, intervju 0612 2010: Barns digitale verden.
Ødegaard, E. E. Administrator: OMEP Norway,
Ødegaard, E. E. 240409 Vårt land Intervju: Små barn – store bekymringer (forfatter: Caroline
Teinum).
Omtale: 160709, Bergens arbeiderblad: Skal forske på barnehager
Bergens tidende, 25.8. 2009: Kinesere skal lære av Birk
Omtale: 16.07.09, Barnehage.no: Mer forskning på barnehager.
Utdanning, 150709: Høgskolen i Bergen har fått 4,5 millioner kroner for å forske på ”barnehagen som
danningsarena”.
Omtale: 150709, Forskning.no Lite forsking på barnehagar
19

Barnehagen som danningsarena

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