Personal versus institutional/cultural places and rhythms in pre-school

• Several studies on life at pre-school have focused on place as an analytical concept. Place is seen as a useful concept regarding children’s conditions for development, as well as it is symbolic in how we position ourselves. Place is further and in everyday life not separable from time. We use time in relation to different places as well as acts are structured by time and place. In using time and place, rhythm is developed. This paper consists of a discussion of how to develop and use a more dynamic concept in pre-school research, namely rhythm. Building on theories of Henri Lefevbre rhythm is both an individual feeling of being/becoming, and a cultural phenomenon. In everyday life cyclical and linear rhythms measure themselves against each other. Seen in today’s pre-school, individual and caring rhythms are balancing against collective rhythms and linear learning goals. Further, various rhythms of learning, growing, playing, get to know…, say hello, eating, sleeping; living, are balancing against each other in pre-school. The question is, which conditions are created when they are to be organized in a place like this? And further, what new ways of being a child are those conditions revealing and/or demanding?

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Nyckelord

childhood places

children's conditions in everyday life

Publikations- och innehållstyp

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