Hvilken innvirkning har barnehagens fysiske utemiljø på barns lek og de ansattes pedagogiske praksis i uterommet.

Abstract

English abstract: The main objective of this study was to explore children’s activities on preschool playgrounds, and how different playground features (topography, equipment, size, location etc.) affected children's play. The study aimed to contribute with knowledge on how outdoor environments encourage different kinds of play and learning for preschool children. The data collection was based on the methodology of "mosaic approach", which is a multi-method focusing on children’s perspectives (Clark & Moss, 2001; Clark & Moss, 2005; Clark, 2010), using observations, guided tours, children’s drawings and interviews. The results show that pre-defined play equipment is of less meaning for the preschool children in this study. They preferred varied and unpredictable environments with possibilities to create their own play based on undefined elements such as sticks, stones and branche.

English abstract: The main objective of this study was to explore children’s activities on preschool playgrounds, and how different playground features (topography, equipment, size, location etc.) affected children's play. The study aimed to contribute with knowledge on how outdoor environments encourage different kinds of play and learning for preschool children. The data collection was based on the methodology of "mosaic approach", which is a multi-method focusing on children’s perspectives (Clark & Moss, 2001; Clark & Moss, 2005; Clark, 2010), using observations, guided tours, children’s drawings and interviews. The results show that pre-defined play equipment is of less meaning for the preschool children in this study. They preferred varied and unpredictable environments with possibilities to create their own play based on undefined elements such as sticks, stones and branches