Abstract
This research explores how the material environment in kindergarten frames social practices and everyday life and how change may affect pedagogy. Data were drawn from an ethnographic study conducted in a large, newly established kindergarten in Norway. The analyses focus on one conversation between two educators and the head of the kindergarten. Critical discourse theory informed data analyses through examination of dimensions of the text, discursive practice, and social practice. The conversation illustrated how the lack of a sofa in a room touched on educators’ central values about practice about caring and children’s wellbeing. The findings illustrate how a change in the material environment forced educators to articulate their beliefs about a taken-for-granted, social practice when traditional expectations were not met. The analyses illustrate how change in materiality in new physical environments may have affective consequences to impact on social practices in kindergarten.
Résumé
Cette recherche explore comment l’environnement matériel de la maternelle encadre les pratiques sociales et la vie quotidienne, et comment le changement peut affecter la pédagogie. Les données proviennent d’une étude ethnographique menée dans une grande école maternelle nouvellement créée en Norvège. Les analyses se concentrent sur une conversation entre deux éducateurs et la personne dirigeant la maternelle. La théorie du discours critique éclaire les analyses de données par l’examen des dimensions du texte, de la pratique discursive et de la pratique sociale. La conversation montre comment l’absence d’un canapé dans une salle touche les valeurs centrales des éducateurs concernant la pratique en matière de soins et de bien-être des enfants. Les résultats illustrent comment un changement dans l’environnement matériel a poussé les éducateurs à exprimer leurs croyances relatives à une pratique sociale prise pour acquise lorsque les attentes traditionnelles n’étaient pas satisfaites. Les analyses illustrent comment le changement matériel dans de nouveaux environnements physiques peut avoir des conséquences affectives sur les pratiques sociales en classe de maternelle.
Resumen
Este estudio explora la forma en que el ambiente material en un salón de pre-escolar enmarca las prácticas sociales y la vida diaria y cómo el cambio puede afectar la pedagogía. Se analizaron datos de un estudio etnográfico llevado a cabo en un grupo de pre-escolar grande y recién establecido. Los análisis se concentraron en una conversación entre dos educadores y el profesor de planta de pre-escolar. El análisis de datos se basó en la teoría crítica del discurso mediante el examen de dimensiones del texto, práctica discursiva y práctica social. La conversación ilustró cómo la falta de un sofá en un salón afectó los valores centrales de educadores con respecto a la práctica, el cuidado y el bienestar de los niños. Los resultados ilustraron cómo un cambio en el ambiente material obligó a los educadores a articular sus creencias sobre una práctica social subestimada, cuando no se cumplen las expectativas tradicionales. El análisis ilustró la forma en que la materialidad en nuevos ambientes físicos puede causar consecuencias afectivas que impactan las prácticas sociales en el salón de pre-escolar.
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Berge, A. ‘I Believe that a Sofa can be of Great Help’: Materiality in a Kindergarten Room and the Impact on Social Practices. IJEC 51, 59–72 (2019). https://doi.org/10.1007/s13158-019-00235-6
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DOI: https://doi.org/10.1007/s13158-019-00235-6