Å utforske det pedagogiske hverdagslivets kompleksitet.

The study investigates possibilities and limitations in the methodological work of developing knowledge about the complexity of kindergarten teachers’ pedagogical practice. The study is part of a larger study, the purpose of which is to gain more knowledge about – and greater understanding of - uncertain and complex aspects as a basic premise in the day-to-day life of kindergartens. The research question is: What methodological approaches may be suitable for developing knowledge about the complexity of kindergarten teachers' pedagogical practice?

The study shows that it is necessary to use analytical strategies that do not simplify and clear away the complexity of the empirical material. In order to gain knowledge about the complex everyday life in kindergartens, there is a need for methodological approaches that assume that complexity is a prerequisite for pedagogy.

The data material consists of four focus group interviews, in which a total of 18 kindergarten teachers, 15 women and three men, from four kindergartens in central Eastern Norway were invited to an investigative conversation and critical reflection on what they perceive as most central to their professional practice, and what plays a role and creates complexity in their work. The analysis is based on transcripts of the conversations, as well as the researcher's own notes and reflections on the conversations.

Eriksen, M. (2021). "Å utforske det pedagogiske hverdagslivets kompleksitet". Barn, 39(2-3):121-134.