Barnehagens innerom som pedagogisk utviklingsprosjekt – konsekvenser av ny møblering og romorganisering for barns bevegelseslek og hvile.

The purpose of this study is to investigate the early childhood educators’ perception of how changing the layout of different rooms influences children’s experience and actions. Moreover, the researcher wants to examine the impact of thinking of rooms in a new way and considering new spatial solutions. The study is part of a larger Norwegian project titled “Lek, bevegelse og avspenning” (play, movement and relaxation) which is a collaboration project between Learning Lab Denmark (Department of Education (DPU)) and Vestfold University College (HiVe).

The study shows that during the project the staff developed a new and more dynamic understanding of the room. They no longer perceived the room as a given, but as a physical condition that can be changed, created, transformed and recreated on the basis of pedagogical reflection. For instance, the study shows how a new dimension can be added to a room by removing a sofa or by establishing a wall bar. The room assessment form seemed to be a suitable tool, which had an instrumental value as well as helped increase awareness and reflection. In one of the daycare centres, in which they chose to divide one large room into an activity section and an relaxation section, the staff experienced that, through the new spatial organisation, the community spirit was strengthened between the children from the different rooms. Among other things, this meant that more children could play in peace and quiet, and there were less conflicts. In another of the three daycare centres, the staff told that during the project they became more aware of the unwritten rules at the daycare centre, and that these rules can have a huge impact on the pedagogical practice. Thus the project has also challenged the pedagogical thinking.

A total of six daycare facilities from Copenhagen (Denmark) and Tønsberg (Norway) took part in the study. However, this study only reports findings from the Norwegian part in which three daycare facilities took part. Empirical methods are based on results from a room assessment form, log notes from the staff, observations as well as group interviews. The room assessment form was the basis for a structured room analysis, in which inappropriate layout in or around the rooms at the daycare facility was identified. The staff were then given the opportunity to plan a rearrangement of the furniture and a new layout in one to two rooms at the daycare facility. Furniture and artefacts were selected from a product catalogue. After receiving the furniture, the children could start using the rooms, and the staff observed and documented the children’s activities in the rooms with the new furniture/artefacts. Eight to ten weeks later, the researchers conducted group interviews with the employees in the staff group who had been most involved in the project.

Moser, T. (2012). Barnehagens innerom som pedagogisk utviklingsprosjekt – konsekvenser av ny møblering og romorganisering for barns bevegelseslek og hvile. I: Krogstad, A., Hansen, G.K., Høyland, K. & Moser, T. (red.). Rom for barnehage: flerfaglige perspektiver på barnehagens fysiske miljø (s. 129-146). Oslo: Fagbokforlaget.