Lytte fram forundringsøyeblikk

The study investigates how kindergarten teachers can identify children’s ‘moments of wonder’ during the listening process through pedagogical documentation. The aim is to develop methods for identifying hidden stages in children’s listening skills that emerge when they experience wonder, such as during changes in pitch while singing. The article is based on a practice narrative and reflects on how children’s listening markers (such as gaze, gestures, or vocal responses) can reveal their cognitive processes. The study emphasises how children’s ability to understand, remember, and evaluate information overlaps during listening activities.

The study found that children aged 3-6 have visible listening markers that can be associated with different stages of the listening process, such as receiving, identifying, understanding, remembering, evaluating and responding to incoming information. These markers include movements, facial expressions, exclamations, and body language. The children showed particular variation in the way they identified and responded to changes in the song’s tones. In addition, the study revealed that these stages are not always distinct, as understanding, memory, and evaluation often occur simultaneously. Pedagogical documentation was considered a useful tool for highlighting children’s cognitive processes in kindergarten routines.

The data collection was conducted using video recordings of a music-based listening activity, where the children sang and followed shifting pitch changes. The children later participated in reflection on the recordings, where they commented on their own participation and response. The listening activity was analysed through observations and pedagogical documentation. Notes from the reflection sessions with the children were also analysed to identify verbal and non-verbal listening markers.

Nordli, I. C., & Skog, K. (2022). Lytte fram forundringsøyeblikk. Nordisk barnehageforskning, 19(4), 163–182.