Purpose
The study investigates how kindergarten teachers’ didactic sensitivity to children and place can contribute to an outdoor culture that promotes children’s growth and self-directed play in natural environments. The research question is: What characterises kindergarten teachers’ outdoor didactics in self-directed play and development as expressed in a Norwegian nature kindergarten?
Result
The study shows that kindergarten teachers with didactic sensitivity can support children’s development by balancing autonomy and guidance. Through carefully selected environments and flexible interventions, the kindergarten teachers create a learning environment that promotes play, wonder and exploration. The results highlight the importance of local context and kindergarten teachers’ professional judgement in kindergarten.
Design
The study uses an ethnographic approach based on observations from a Norwegian nature kindergarten, where 19 children aged 4–6 years participated. Data were collected through participatory observation, which included play with the children, informal conversations and sensory-based ethnography. The observations were documented using field notes, video recordings and photographs. The analysis followed a hermeneutic process that involved a continuous interplay between the data, research question, and theoretical framework. This was done to gain a deeper understanding of the interaction between children, kindergarten teachers and the natural environment.
References
Sanderud, J. R., Gurholt, K. P., & Moe, V. F. (2022). Didactic sensitivity to children and place: a contribution to outdoor education cultures. Sport, Education and Society, 27(9), 1086–1099.
Online year: 2021
Issue year: 2022
Review year: 2022