”Når nettbrett dokumenterer barnehagens innhold”.

The purpose of this study is to show how using a tablet entails that children and adults encounter situations and opportunities in connection with pedagogical activities that require their reflection.

The analysis is based on a specific situation that was filmed. Two children were involved in a conflict that was unintentionally filmed by a teacher and subsequently shown to the children on a tablet. One of the children asked the teacher to delete the film. On the basis of this, the teacher had to reflect on how the use of a tablet affects the relationship between child and adult.

The study shows that the specific situation calls for ethical reflection among the teachers, and the teacher in question was faced with the question of whether it is okay to film the children without their prior consent, and what kind of agreements can be made with the children. In line with the study’s ideas to view incidents and players in a network - that call for reflection in the pedagogical work - the study finds that this kind of reflection by the teachers has an effect in practice. In the specific situation, the teachers let the child decide which sequences of the film on the tablet were to be deleted.

The study examines a single situation at a preschool where a tablet was used. The situation was extracted from data material collected over a five-month period from two preschools on the basis of an ethnographic research design. The entire data material comprises observations, interviews with children and staff, and video footage. The objective of the material was to examine how children and adults use digital tools. The selected situation from the preschool was analysed using an analytical network map with which to analyse children and teachers on the basis of a quadripartite approach. This quadripartite analytical approach focuses, among other things, on the children’s and teachers’ actions, the objective of these actions, and their values.

Lafton, T. (2014). ”Når nettbrett dokumenterer barnehagens innhold”. I: Broström, S., Lafton, T. & Letnes, M. (red.): Barnehagedidaktikk. En dynamisk og flerfaglig tilnærming. Bergen: Fagbokforlaget. 102-119.