Purpose
The purpose of the study is to investigate how cemeteries and their physical objects, such as gravestones, can function as cultural tools for creating meaning around existential questions among kindergarten children. The study seeks to understand how children, in interaction with kindergarten staff, reflect on topics such as life and death through the use of materials and symbols in a cemetery context. A key goal is to contribute to increased insight into how kindergartens can facilitate children’s wonder and dialogue on existential topics, in accordance with curriculum requirements to explore such questions together with children. The research question is: How do cemeteries function for interaction and negotiation related to death as an existential question among kindergarten children and staff?
Result
The results show that cemeteries and their material objects, such as gravestones, act as effective cultural tools to promote children’s reflection on existential questions. The children actively participated in dialogues and showed both empathy and curiosity, especially when given access to familiar objects such as gravestones featuring names and symbols. The study concludes that such experiences can strengthen children’s understanding of abstract themes such as life and death, and encourages kindergarten teachers to use similar environments as educational arenas.
Design
The study uses an ethnographic approach in which the researcher observes the natural interaction between children and employees in a kindergarten context. The data collection was conducted using participatory observation, supplemented by recording from a handheld video camera to capture spontaneous conversations and situations. The transcriptions of the recordings were analysed using thematic analysis, focusing on how material objects from the cemetery act as tools for children’s reflection and learning on existential questions.
References
Fauske, R. H. (2023). Gravestones, zombies and dead siblings: graveyards as artefacts for children’s existential questions. European Early Childhood Education Research Journal, 31(2), 147–161.
Online year: 2022
Issue year: 2023
Review year: 2022