”Børns deltagelse i pædagogiske aktiviteter: Hverdagslivets læringsmuligheder i en børnehave”.

The purpose of this study is to describe how pedagogical control and management of an educational activity in a Danish kindergarten can promote or limit the participation of children in the activity.

The study shows that tight control of an activity limits children's opportunities for committed participation, and strong management makes it difficult to create space for contributions from the children. At the same time, the study shows that children are engaged in activity to a much greater degree when classification and framing are more flexible. The more flexible the framework of the activity, the more responsive the children become towards actively participating in the activity. According to the author one of the reasons that children become more committed to the activity when the framework is flexible is that the children's perspectives of the activity are included and this supports their participation.

The data material consists of video footage of a group activity with six children and one child carer. The focus of the study is to show that child carers' management of an activity can both promote and limit children's opportunities for active participation. The purpose of the activity is to document a picnic that the children were having, and the entire activity lasts about 40 minutes. Two sequences of the data material are extracted and analysed on the basis of Basil Bernstein's theory of classification and framing.

Svinth, L. (2010). ”Børns deltagelse i pædagogiske aktiviteter: Hverdagslivets læringsmuligheder i en børnehave”. Pædagogisk psykologisk tidsskrift, 47(2), 149-164.

Svinth, L. (2012). Børnehavebørns medbestemmelse i pædagogisk tilrettelagte aktiviteter: analyseret i et sociokulturelt læringsperspektiv. I: Svinth, L. & Ringmose, C. Læring og udvikling i daginstitutioner (s. 15-59). Dansk Psykologisk Forlag, København. ISBN: 9788777066993.