Det pædagogiske samspils bevægende kraft: Affektivitet og læringsmiljøer i daginstitutioner.

The purpose of this study is to describe, analyse and discuss how emotional relationships ("affective strengths") in interactions between adults and children are important to their interplay and to them as subjects, including the importance of emotional relationships for what children can experience and learn at a daycare centre.

The study shows that affective strengths in interactions between adults and children move and affect interplay and subjects in numerous ways. The study includes an example of this, in which an early childhood educator shows interest in, and is open to, a child's new way of using paint. This creates a situation in which the interplay is moved by reciprocity, interest and a sense of togetherness and thereby creates an opportunity for the child to experience that its contribution to the activity is important. Both children and adults in the study are co-creators of intensity, and the attitudes of the adults are very important for what experiences are made possible for the children. Pedagogical processes and the interplay between adults and children are very important for children's experiences and possibilities of participation, and ultimately for their learning and development. On the basis of the results of the study, the author believes that it is important to involve lively interplay and shift focus from a predominantly individualistic view of the child's skills development to a more relational and situated focus on the learning environment at daycare centres. This should help the affective dimensions of the interplay to become more distinct, and also incorporate the children's possibilities of participation and conditions for learning and development.

The study is designed as a qualitative case study and is based on a dialectical/interactive research perspective. The study is based on 24 video observations, which document the interplay between early childhood educators and children at two daycare centres on Zealand in Denmark. 3-14 children and 1-3 adults took part in the various interplay activities recorded. The study is designed as an inductive thematic analysis which identifies, analyses and communicates patterns/themes across the video data material collected.

Svinth, L. (2013). Det pædagogiske samspils bevægende kraft: Affektivitet og læringsmiljø er i daginstitutioner. Pædagogisk Psykologisk Tidsskrift, 50 (3), 35-50.