Peer-reviewed article
From children’s own perspectives: Borders and boundaries at Norwegian nature-based kindergartens
Emily Kolina Johnson, Olav Bjarne Lysklett ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This study interviewed children aged 5 or 6 at five nature-based kindergartens in the Trondheim area of Norway. It asked them about the invisible borders and boundaries of the outdoor play area and a nearby forest spot, and about the sanctions linked to them. Interviews were semi-structured and held in groups of two to three children. The authors say it is the first study they know of to interview children about these borders. They report that the children understood the nuances of the invisible borders, which they link to children's self-perception, actions and interactions with others.
Key points
- Nature-based kindergartens in Norway have grown rapidly in popularity since the 2000s.
- Children spend most of the day outdoors, in varied weather and with relatively little adult supervision.
- There is often no physical barrier around the kindergarten or forest, so children are trusted to recognise where they can play.
- Children understood the nuances of the invisible borders.
- This understanding is described as affecting their self-perception, actions and interactions in the kindergarten community.
Limitations
The abstract gives no detail on how many children took part, and findings come from a small qualitative sample in one Norwegian area, so they cannot be generalised. It does not measure outcomes or compare with other kinds of kindergarten.
Abstract
Abstract Early childhood institutions play an integral role in furthering whole-person development; Norwegian kindergartens are characterized by freedom and independence, intertwining free play and nature. The popularity of nature-based kindergartens in Norway has rapidly increased since the 2000s. Children at these kindergartens spend most of their days outside in a variety of weather conditions, relatively unsupervised by adults, and often take trips to play in a nearby forest. Due to the absence of a physical barrier enclosing the kindergarten or forest, children are often entrusted to recognize the boundaries of where they can play, a concept also known as invisible borders. This research is the first of our knowledge to interview children–focusing on their perspectives–about the borders and boundaries of Norwegian nature-based kindergartens. Nature-based kindergartens ( n = 5) in the Trondheim, Norway area were recruited to take part in this research. The methodology included semi-structured, open-ended interviews with children ages 5 or 6 years, who were interviewed in groups of two to three. Interviews focused on the borders and corresponding sanctions at both the outdoor area of the kindergarten and a nearby forest spot. Via indicative coding, the open transcripts were developed into themes of how the border and boundary structures relate to children’s social-emotional development. Findings show that children were found to understand the nuances of the invisible borders, implying impacts on their self-perception, actions and interactions with others in the kindergarten community.