'Winter children': an ethnographically inspired study of children being-and-becoming well-versed in snow and ice
For many children living in Northern and mountainous regions of the world, playing in snow is enticing and connotes childhood for many adults. Even so, researchers have paid little attention to children's play in/with snow and ice. This paper aims to contribute to the growing knowledge on child...
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'Winter children': an ethnographically inspired study of children being-and-becoming well-versed in snow and ice |
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Sanderud, Jostein Rønning Gurholt, Kirsti Pedersen Moe, Vegard Fusche |
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affordances body Child Childhood Children Competence Cultural Influences Dialectics dwelling Environment Environmental Influences Ethnography Exegesis & hermeneutics exploration Field study Fieldwork Foreign Countries Holistic Approach Ice Kindergarten material Modernity Natural environment Natural Resources Outdoor Education Participant Observation Phenomenology Playgrounds Preschool Children Preschool Education Qualitative research Regions Skill Development Visual Perception Weather |
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For many children living in Northern and mountainous regions of the world, playing in snow is enticing and connotes childhood for many adults. Even so, researchers have paid little attention to children's play in/with snow and ice. This paper aims to contribute to the growing knowledge on children's competencies and child-nature relationships by exploring how a group of children build their understanding of themselves and their environment during playful explorations in demanding winter landscapes. The study is framed by (1) a phenomenological-hermeneutic approach, (2) an analysis of selected evocative empirical examples of ways children play in/with winter materials, and (3) perspectives on 'Bildung' as dialectical processes of being-and-becoming. Data were generated through ethnographically inspired fieldwork, including 20 children aged four to six, in a Norwegian Nature Kindergarten, emphasizing children's self-initiated outdoor play as educationally important. The fieldwork was conducted in 2018 during the coldest time of the year and draws on participant observation, children's photographs and on-site conversations. The study is inspired by the work of [Ingold, T. (2011). Being alive. Oxon: Routledge], [Merleau-Ponty, M. (2012). Phenomenology of perception. London: Routledge], [Gibson, J. J. (1979). The ecological approach to visual perception. NJ: Lawrence Erlbaum Associates], and the Continental European philosophy of Bildung [Biesta, G. (2002). Bildung and modernity: The future of Bildung in a world of difference. Studies in Philosophy and Education, 21(4-5), 343-351] and applies Ingold's concepts of 'lines', 'knots' and 'dwelling', to explore children's playful movements and experiences along lines in an ever-evolving meshwork. Three themes are analyzed. First, the ever-transforming qualities of snow and ice are discussed as existential materials and cultural conditions in the children's dialectical process of being-and-becoming. Second, the kindergarten's snow-covered playground is seen as attractive and challenging from the children's perspective. Third, as the children increase their competence in the dynamic winter environment through movement, they embody existential knowledge and skills about the socio-material context of which they are a part. Thus, they familiarize themselves with their environment as being-and-becoming winter children. |
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Even so, researchers have paid little attention to children's play in/with snow and ice. This paper aims to contribute to the growing knowledge on children's competencies and child-nature relationships by exploring how a group of children build their understanding of themselves and their environment during playful explorations in demanding winter landscapes. The study is framed by (1) a phenomenological-hermeneutic approach, (2) an analysis of selected evocative empirical examples of ways children play in/with winter materials, and (3) perspectives on 'Bildung' as dialectical processes of being-and-becoming. Data were generated through ethnographically inspired fieldwork, including 20 children aged four to six, in a Norwegian Nature Kindergarten, emphasizing children's self-initiated outdoor play as educationally important. The fieldwork was conducted in 2018 during the coldest time of the year and draws on participant observation, children's photographs and on-site conversations. 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Even so, researchers have paid little attention to children's play in/with snow and ice. This paper aims to contribute to the growing knowledge on children's competencies and child-nature relationships by exploring how a group of children build their understanding of themselves and their environment during playful explorations in demanding winter landscapes. The study is framed by (1) a phenomenological-hermeneutic approach, (2) an analysis of selected evocative empirical examples of ways children play in/with winter materials, and (3) perspectives on 'Bildung' as dialectical processes of being-and-becoming. Data were generated through ethnographically inspired fieldwork, including 20 children aged four to six, in a Norwegian Nature Kindergarten, emphasizing children's self-initiated outdoor play as educationally important. The fieldwork was conducted in 2018 during the coldest time of the year and draws on participant observation, children's photographs and on-site conversations. 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Gurholt, Kirsti Pedersen ; Moe, Vegard Fusche</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-54015f81cac227e2336b1cbf6a2b6fb4c3d2faaee0684b36c00442361a4aacd73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>affordances</topic><topic>body</topic><topic>Child</topic><topic>Childhood</topic><topic>Children</topic><topic>Competence</topic><topic>Cultural Influences</topic><topic>Dialectics</topic><topic>dwelling</topic><topic>Environment</topic><topic>Environmental Influences</topic><topic>Ethnography</topic><topic>Exegesis & hermeneutics</topic><topic>exploration</topic><topic>Field study</topic><topic>Fieldwork</topic><topic>Foreign Countries</topic><topic>Holistic Approach</topic><topic>Ice</topic><topic>Kindergarten</topic><topic>material</topic><topic>Modernity</topic><topic>Natural environment</topic><topic>Natural Resources</topic><topic>Outdoor Education</topic><topic>Participant Observation</topic><topic>Phenomenology</topic><topic>Playgrounds</topic><topic>Preschool Children</topic><topic>Preschool Education</topic><topic>Qualitative research</topic><topic>Regions</topic><topic>Skill Development</topic><topic>Visual Perception</topic><topic>Weather</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sanderud, Jostein Rønning</creatorcontrib><creatorcontrib>Gurholt, Kirsti Pedersen</creatorcontrib><creatorcontrib>Moe, Vegard Fusche</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Physical Education Index</collection><collection>Sociological Abstracts (pre-2017)</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts</collection><collection>Sociological Abstracts (Ovid)</collection><jtitle>Sport, education and society</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sanderud, Jostein Rønning</au><au>Gurholt, Kirsti Pedersen</au><au>Moe, Vegard Fusche</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1269734</ericid><atitle>'Winter children': an ethnographically inspired study of children being-and-becoming well-versed in snow and ice</atitle><jtitle>Sport, education and society</jtitle><date>2020-10-12</date><risdate>2020</risdate><volume>25</volume><issue>8</issue><spage>960</spage><epage>971</epage><pages>960-971</pages><issn>1357-3322</issn><eissn>1470-1243</eissn><abstract>For many children living in Northern and mountainous regions of the world, playing in snow is enticing and connotes childhood for many adults. Even so, researchers have paid little attention to children's play in/with snow and ice. This paper aims to contribute to the growing knowledge on children's competencies and child-nature relationships by exploring how a group of children build their understanding of themselves and their environment during playful explorations in demanding winter landscapes. The study is framed by (1) a phenomenological-hermeneutic approach, (2) an analysis of selected evocative empirical examples of ways children play in/with winter materials, and (3) perspectives on 'Bildung' as dialectical processes of being-and-becoming. Data were generated through ethnographically inspired fieldwork, including 20 children aged four to six, in a Norwegian Nature Kindergarten, emphasizing children's self-initiated outdoor play as educationally important. The fieldwork was conducted in 2018 during the coldest time of the year and draws on participant observation, children's photographs and on-site conversations. The study is inspired by the work of [Ingold, T. (2011). Being alive. Oxon: Routledge], [Merleau-Ponty, M. (2012). Phenomenology of perception. London: Routledge], [Gibson, J. J. (1979). The ecological approach to visual perception. NJ: Lawrence Erlbaum Associates], and the Continental European philosophy of Bildung [Biesta, G. (2002). Bildung and modernity: The future of Bildung in a world of difference. Studies in Philosophy and Education, 21(4-5), 343-351] and applies Ingold's concepts of 'lines', 'knots' and 'dwelling', to explore children's playful movements and experiences along lines in an ever-evolving meshwork. Three themes are analyzed. First, the ever-transforming qualities of snow and ice are discussed as existential materials and cultural conditions in the children's dialectical process of being-and-becoming. Second, the kindergarten's snow-covered playground is seen as attractive and challenging from the children's perspective. Third, as the children increase their competence in the dynamic winter environment through movement, they embody existential knowledge and skills about the socio-material context of which they are a part. Thus, they familiarize themselves with their environment as being-and-becoming winter children.</abstract><cop>Abingdon</cop><pub>Routledge</pub><doi>10.1080/13573322.2019.1678124</doi><tpages>12</tpages><orcidid>https://orcid.org/0000-0002-6382-4803</orcidid><orcidid>https://orcid.org/0000-0002-7185-4615</orcidid><orcidid>https://orcid.org/0000-0001-8921-6526</orcidid><oa>free_for_read</oa></addata></record> |