Purpose
The study investigates the role of kindergarten teachers in engaging children in foraging and gardening in kindergarten. The researchers look at what pedagogical approaches kindergarten teachers use to promote children’s participation, engagement and learning in these type of activities. The research questions are: 1) What contributes to children’s (and employees’) engagement, experience and learning? 2) How does the kindergarten teacher inspire and capture children’s attention?
Result
The study identified three main themes that characterise the role of the kindergarten teacher: 1) facilitation of adventurous experiences, 2) child-centred communication, and 3) building of collective knowledge and skills. The results show that kindergarten teachers’ primary role is to lead and promote engagement and learning for all involved. By creating curiosity and interest, as well as following the children’s initiatives, kindergarten teachers help develop children’s eco-awareness and sustainable habits.
Design
The data is taken from a medium-sized kindergarten in Northern Norway with 60 children aged zero to six years. The study used a qualitative approach involving on-site video recordings and interviews with kindergarten teachers during foraging and gardening activities. Semi-structured interviews and field notes were also collected to gain in-depth insights and reflections from the kindergarten teachers. The data were analysed using thematic analysis.
References
Bergan, V., Nylund, M. B., Midtbø, I. L., & Paulsen, B. H. L. (2023). The teacher’s role for engagement in foraging and gardening activities in kindergarten. Environmental Education Research, https://doi.org/10.1080/13504622.2023.2181271
Online year: 2023
Issue year: 2024
Review year: 2023
Financed by
The Research Council of Norway, Norway