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- Alvestad, Torgeir, 1960
(författare)
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Barnehagens relasjonelle verden - små barn som kompetente aktører i produktive forhandlinger
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study investigates the negotiations that take place in play among the youngest children in preschool. What are their negotiations about? How do they negotiate? What kinds of strategies do they use during their negotiations? The study has its focus on learning about fellowship through practice and experience in the negotiations that take place among the youngest preschool children. The study’s relevance also relates to the development of pedagogical practice among the youngest children in preschools. The theoretical platform is comprised of the perspectives of childhood psychology (Sommer, 2004) and childhood sociology (Corsaro, 2002). In both perspectives children are regarded as competent active in producing their own culture and active in calling on information and learning. The main concepts used in the analysis of the empirical data are ‘inter-subjectivity’ and ’the role of others’. The concepts are based on the theoretical frameworks of Daniel Stern (1991) and George Herbert Mead (1962). A group of twenty four children, thirteen girls and eleven boys, aged between two to three, were regularly video recorded. The children were enrolled in day-care groups in two of the biggest cities in Norway. The study reveals that the negotiations that take place among the children are mainly about their relationships, play materials, and the content of their play. They negotiate both verbally and nonverbally. They express their intentions towards each other with words and through gestures, glances, laughter and smiles. They use different strategies in their negotiations that relate to content and intentions. They also seem to develop or change their strategy if, for example, an initial strategy is not successful. Their strategies can be both emotional and connected to solving problems. In addition, they often use humour as a strategy. The study shows that the children who play the most with others and who know each other best, are those who are most successful in their negotiations. They often have a common focus and common intentions, as well as sharing emotional conditions in their play and negotiations. It seems that those children who are the most competent playmates are also those who are most competent in negotiations. The reason for this might be the connection between play and negotiations. To be able to play successfully demands that those sharing the play are prepared for negotiations about relations, play materials and the content of the play. However, the children’s negotiations depend on their previous experiences in this field. The more experienced the youngest children are in negotiations, the more complex and flexible their negotiations might be. A pedagogical consequence of this study is that staff in preschools should support the smallest children by giving them more time to meet and play together. This can give the children extended possibilities to develop their own strategies of negotiations in play. This in turn will support children’s learning in becoming creative, seeking and reflective individuals who create their own space of action. The experiences children are gaining through negotiations in play might also be important for other situations of negotiation, contributions and democratic practice.
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- Alvestad, Torgeir, 1960, et al.
(författare)
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Challenges and dilemmas expressed by teachers working in toddler groups in the Nordic countries
- 2014
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 184:5, s. 671-688
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on a collaborativestudy in Iceland, Sweden and Norway of the youngest children in institutional settings, such as preschools. At the present time, preschool curricula and frameworks are changing to include increased learning. However, preschool teacher education lacks sufficient focus on this age group. New preschool organisations depend both on the increased number of very young children in the system and on new versions of pedagogical approaches. This study is based on the voices of preschool staff who work with very young children. The results showed the dilemmas and challenges that these teachers experience in their everyday work.
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- Alvestad, Torgeir, 1960
(författare)
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Det magiske rom
- 1997
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Ingår i: Den magiske barnehagen. - Oslo : Pedagogisk Forum.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Alvestad, Torgeir, 1960
(författare)
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Forhandling, relasjon og interaksjon i yngre barns vennskap
- 2015
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Ingår i: Barndom i barnehagen. Vennskap. - Oslo : Cappelen Damm Akademisk. - 9788202473853
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet fokuserer på yngre barns vennskapsrelasjoner i perspektiv av forhandlingers og relasjoners betydning i barns lek. Kommunikasjon, relasjon og interaksjon er sentralt i vennskap mellom yngre barn, og uttrykkes ofte gjennom gester, mimikk, blikk og verbalt språk. Barns vennskapsrelasjoner er ofte gjenstand for forhandlinger og reforhandlinger barna imellom. Det er derfor viktig å kunne forstå forhandlingers betydning for de yngre barns samspill og vennskap, for eksempel gjennom å beskrive og analysere hvordan det kan se ut når de yngste barnehagebarna forhandler om sine vennskap.
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- Alvestad, Torgeir, 1960
(författare)
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Inte får vi lämna den lekande leken
- 2018
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Ingår i: Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson. - Trollhättan : Högskolan Väst. - 9789188847171 ; , s. 161-176
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Alvestad, Torgeir, 1960
(författare)
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Inte får vi lämna den lekande leken.
- 2018
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Ingår i: Högskolan Väst, Trollhättan. - Trollhättan : Högskolan Väst. - 9789188847171
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet tar upp lek, lärande och arbete som grund för det utforskande, experimenterande och lärande som äger rum i förskolan, men också på universitetens förskollärarutbildning. I förskolan är det sandlådan som är basen för denna lek och i akademins värld är det seminarierummet. För den lekande människan, homo ludens, är allt möjligt. Leken är ett tillstånd där tid och rum inte finns, och genom att vara delaktig i leken, eller forskningen, växer vi människor som tänkande och skapande varelser. Tyvärr utmanas och ifrågasätts leken på båda arenorna, inte minst genom begränsningar i styrdokument. Men trots dessa begränsningar finns ändå den lekande människan kvar, både i förskolan och på universitetet.
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