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Children´s constructions of questions and theories in bodily encounters with “the more than human” in preschool.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2016 (English)Conference paper, Poster (Refereed)
Abstract [en]

The aim of my research is to, together with new materialist philosophy, explore preschool children’s construction of questions and theories related to transdisciplinary natural science, as well as the mutual processes of learning and (gendered) becoming´s in which this takes place. The preschool environment and materials have for a long time been considered as something very important for children’s development and learning. However, a perspective on meaning making as starting from human beings/the subject has been common, as well as a focus on interpersonal relations when it comes to gender. Every day, children and teachers are entangled with, as well as co-acting with, various kinds of materials, things, rooms, spaces, toys and so on in preschool. According to new materialist thought, we both learn and become as (gendered) subjects in these entanglements or intra-activity (Barad, 2007). One of the main questions of  the study is;What new insights/ understandings concerning children’s questions and theories in relation to natural science, does a focus on children’s co-acting´s with materiality, as well as a transdisciplinary approach, open up for? The first preliminary results will be conducted as the field study starts, autumn 2016/spring 2017. The data collection/construction will be in close collaboration with teachers and children and consist of video recordings, photographs and focus group interviews. Some of the expected outcomes of the study is to create knowledge concerning how children’s construction of questions and theories takes place in their entanglements with “the more than human”(Blaise, 2014) or/and in their co-acting, vibrations and resonance, together with the surrounding/world (Olsson, 2009). The analysis is also likely to bring aspects of how these entanglements connect to “bodily potential” (Ibid, 2009) to the fore. The transdisciplinary approach aims at constructing knowledge concerning how natural science can be understood in new ways in preschool. 

Barad, K. (2007). Meeting the universe halfway. Quantum physics of the entanglement of matter and meaning. London: Duke Universal Press.

Blaise, M. (2014). Gender Discourses and Play. In L. Brooker, M. Blaise & M. Edwards (Eds.), The SAGE Handbook of Play and Learning in Early Childhood: SAGE Publications Ltd.

Olsson, L. M. (2009). Movement and Experimentation In Young Children's Learning. Deleuze and Guattari in early childhood education. London: Routledge.

Place, publisher, year, edition, pages
2016.
Keyword [en]
preschool children’s questions and theories, transdisciplinary natural science, gender, new materialist thought, entanglements, bodily encounters, preschool materials
National Category
Educational Sciences
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-305448OAI: oai:DiVA.org:uu-305448DiVA: diva2:1038464
Conference
Forskning i naturvetenskapernas didaktik (FND) 2016 - Kroppsligt lärande i den naturvetenskapliga undervisningen,Högskolan Dalarna
Available from: 2016-10-18 Created: 2016-10-18 Last updated: 2016-10-18

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