Purpose
The study investigates what perspectives and notions of play are expressed when kindergarten teachers discuss digital practices in kindergarten. The purpose is to contribute to knowledge about how kindergarten teachers interpret and practice digital practices in their pedagogical work.
Result
The results show that a value-rational perspective on play is losing ground to a more purpose-rational perspective, where play is increasingly seen as a means to an end. The interviews show that free play and digital practices seemingly appear to be in opposition to each other. Digital practices in kindergarten are characterised by a focus on learning with structured and guided activities that leave little room for valuable free play. The study highlights the need to conceptualise the unique nature of play in the digital kindergarten.
Design
The study is based on a narrative analysis of interviews with 21 kindergarten teachers, as well as text analysis of the Norwegian framework plan for kindergartens. The researcher interviewed three men and eighteen women who had between one to thirty years of work experience from kindergarten. The kindergarten teachers were from thirteen kindergartens distributed across the three largest cities, and two surrounding municipalities, in Norway. Audio recordings were taken of the interviews which were then transcribed. In light of the interviews, the researcher conducted a text analysis based on 33 formulations related to play listed in the framework plan.
References
Kyrkjebø, T. (2022). Hva så med den frie lekens vilkår? Et kritisk blikk på digitale praksiser i barnehagen. BUKS - Tidsskrift for Børne- & Ungdomskultur, 38(66), 14.