Den tidlige civilisering. En flertydig bestræbelse.

The study concerns activities that stimulate civilising processes in children in their first encounter with the daycare facility. The purpose of the study is to describe and analyse the view on child-rearing and forms of interaction that are expressed in everyday pedagogical practices.

The study reveals how pedagogical activities incorporate a number of civilising opposites that have a civilising effect by teaching the children that there are boundaries in their actions, and by teaching them what characterises a ‘decent’ human being. The civilising opposites are: the natural as opposed to the cultured; animal as opposed to human; physical/wild activities as opposed to the tamed and controlled; language as opposed to violent and barbaric behaviour. With regard to the two opposites, the natural as opposed to the cultured, the author finds that, on the one hand, daycare attempts to teach children to control their immediate impulses and instead sit still and be calm. On the other hand, the way in which the daycare facility is organised with a playground and indoor play rooms where the children can tumble freely reveals recognition of the child’s natural need to move freely. Thus the child’s natural state is a condition that the child must be steered away from, while at the same also something to be respected and admired. With regard to the two opposites, the animal as opposed to the human, the author finds that the way in which the daycare facility uses e.g. animal representations and animal metaphors allows the children to test what it means to be a human being, and this is seen as a contrast to the animal and uncivilized. The author assesses that letting the children play with the boundaries to the uncivilised actually gives them a perspective on what it means to be a human being. With regard to the opposites, the physical/wild as opposed to the tamed and controlled, the author finds that the daycare facility is very focused on the child’s body and movement, and that the educators modify and regulate the children every day. However, a certain degree of ambiguity is seen, and thus the children encounter rather complex demands and values. The study shows, for example, that the children learn to wash their hands, but they also experience being met with laughter and smiles when they get their hands dirty playing with the ashes from a bonfire. They are told to sit still at eat at the table, but they are also recognised for their creativity when they climb up a tree with their packed lunch and play they are monkeys. The children are told daily that running is not allowed indoors, and yet often a child runs indoors without being told off, because the child’s joy of movement and energy also breeds tolerance, joy and respect. With regard to the opposites, language as opposed to violent and barbaric behaviour, the author finds the when the children use foul language, they are often told to be quiet without being told why. When the children fight, the adults systematically intervene, and the phrase “hitting is not allowed” is often used by both children and adults. The author notes that the adults systematically strive to teach the children to solve conflicts verbally and to reject all types of violence. However, the study also reveals that it is not completely clear where the small child’s place is with regard to these opposites. The child is seen as simultaneously being splendidly natural, as a piece of nature that is to be adapted and cultured. This ambiguity leads to a constant shift in the way the educators react to the child’s actions. Moreover, the educators are unclear in their expectations; on the one hand they allow the children a certain freedom, yet on the other hand they demonstrate non-verbalised assessments and demands that can be difficult for some of the children to interpret.

The data material is based on three periods of field work in four different daycare facilities. The material consists of daily observations that were recorded in writing at the time of the observation or were video recorded. Moreover, both informal interviews and sound recordings of more formal interviews with children, staff and parents were also conducted. All in all, 14 months of daily observations were conducted in three blocks covering a period of 13 years. This data is used to examine civilising activities in daycare facilities.

Gulløv, E. (2012). Den tidlige civilisering. En flertydig bestræbelse. I: Gilliam, L. & Gulløv, E. (red). Civiliserende institutioner. Om idealer og distinktioner i opdragelse. (s. 63-95). Aarhus Universitetsforlag.