The research group explores everyday life in kindergartens as well as the circumstances surrounding kindergarten and pre-school teacher education.
The group is engaged in investigating the role of the kindergarten in society, how the institution works in everyday life; the perceptions of children and their learning and development; how children thrive and develop within the institution's framework and how education for kindergarten teachers works in relation to the conditions and opportunities of the practice field.
Most of the projects explore the role of the kindergarten in a Norwegian context, often using a comparative perspective to challenge established understandings.
PhD programme in Humanities and Education
Focus areas
- Democracy and participation
- Children's social relations
- Significance of structure, rules and materiality
- Professional identity and professional knowledge
- Education's interaction with practice
Projects
«What's hanging on the wall?» In what ways do posters and pictures contribute to highlight values in kindergarten everyday life and practice? Funded by Teacher education Unit. 2023 Lisbeth Ljosdal Skreland, Tale Steen-Johnsen, Trine Smiseth Dale, Randi Engtrø, Andrew Tshalu Betu
Place-responsive 'power of being': Kindergarten life at Bragdøya as landscape of childhood barndommens landskap. Soern Finn Menning, Merete Lund Fasting & Lisa Annika Brandt. Funded by Teacher education Unit. 2024
Age-specific pedagoies in daycare Lisa Annika Brandt (Contributer: Soern Finn Menning)
Smallsized kindergartens - perspectives an experiences. Lisbeth Ljosdal Skreland, Renate Severinsen, Lisa Annika Brandt. Funded by Teacher education Unit2025
Preschool teacher and leader's experiences with developing of comptance within ReKomp (Regional ordning for kompetanseutvikling i barnehagen) (Torild Marie Olsen, Monica Endresen Barken, Lisa Annika Brandt, Trine Smiseth Dale & Eugene Guribye (NORCE). Funded by Ministry of Education and Research. 2022
Transitions in kindergarten: from nursery to preschool. ph.d.-project, Binfield-Skøie, Tina, Ph.D student, UIA
Cooperating with parents in the transition between kindergarten and school , ph.d.-project, Leithaug, Maria, Ph.D student, UIA.
Selected publications:
2024
Rapport: Olsen, T. M., Barken, M. E., Brandt, L. A., Dale, T. S. & Guribye, E. (2024). Barnehagelærere og styreres erfaringer med Regional ordning for kompetanseutvikling i barnehagen (REkomp) som utviklingsarena. Universitetet i Agder. https://hdl.handle.net/11250/3122585
Brandt, L. A., & Menning, S.F. (2024). Age segregation in ECEC: tracing arguments and reanimating the critique of developmentalism. Pedagogy, Culture & Society, 32(4), 1051–1068. https://doi.org/10.1080/14681366.2024.2355098
2023
Binfield-Skøie, Tina (2023). Like barn leker best? Likhetens flertydighet. Nordisk tidsskrift for pedagogikk og kritikk. ISSN: 2387-5739. 9s 102 - 114. doi:10.23865/ntpk.v9.4152.
Menning, Soern Finn; Murris, Karin (2023). Reconfiguring the use of video in qualitative research through practices of filmmaking: A post-qualitative cinematic analysis. Qualitative Research. ISSN: 1468-7941. doi:10.1177/14687941231206755.
Steen-Johnsen, Tale; Skreland, Lisbeth Ljosdal (2023). Epistemic injustice in a parenting support programme for refugees in Norway. Families, Relationships and Societies. ISSN: 2046-7435. 12 (4). s 448 - 463. doi:10.1332/204674321X16687031331255.
2022
Menning, Soern Finn (2022). Nysgjerrighet i barnehage - hva har dette med etikk og verdier å gjøre?. Det er her det skjer! Møter med religion, etikk og filosofi i barnehagen. ISBN: 9788215037158. Universitetsforlaget. s 120 - 129.
2021
Fasting, Merete Lund; Skreland, Lisbeth Ljosdal (2021). Forskerkroppen. Å forske blant barn: Kvalitative metoder. ISBN: 9788202689025. Cappelen Damm Akademisk. Kapittel 1. s 19 - 35.
Menning, Soern F.; Kampmann, Jan (2021). Når etikken er under press - relasjonsetiske aspekter og overveielser i aktuell etnografisk inspirert barnehageforskning. Å forske blant barn: Kvalitative metoder. ISBN: 9788202689025. Cappelen Damm Akademisk. Kapittel 9. s 145 - 161.
Menning, Soern F.; Murris, Karin; Wargo, Jon (2021). Reanimating video and sound in research practices. Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines: An Introductory Guide. ISBN: 9780367484705. Routledge. Chapter 8. s 150 - 168.
Menning, Soern F. (2021). Å forbinde begreper og praksiser - videobasert fokusgruppeintervju. Å forske blant barn: Kvalitative metoder. ISBN: 9788202689025. Cappelen Damm Akademisk. Kapittel 8. s 129 - 144.
Nome, Dag Øystein (2021). Forskeren-og-kamera, en særegen form for deltagende observasjon. Å forske blant barn: Kvalitative metoder. ISBN: 9788202689025. Cappelen Damm Akademisk. Kapittel 3. s 55 - 68.
Nome, D. Ø., Olsen, A. K. V., Skreland, L. L., & Spieler, K. S. (2021). Prosjektarbeid i barnehagen – mellom bekvemmelighet og medvirkning. Nordisk tidsskrift for pedagogikk og kritikk, 7. https://doi.org/10.23865/ntpk.v7.2615
Nome, Dag Øystein; Olsen, Anne Karin Vikstøl; Skreland, Lisbeth Ljosdal; Spieler, Kristin Severinsen (2021). Prosjektarbeid i barnehagen - mellom bekvemmelighet og medvirkning. Nordisk tidsskrift for pedagogikk og kritikk. ISSN: 2387-5739. 7s 273 - 286. doi:10.23865/ntpk.v7.2615.
Skreland, Lisbeth Ljosdal (2021). Barnehagelærerrollen og regler. Barnehagelærerrollen. Mangfold, mestring og likeverd. ISBN: 978-82-15-04072-1. Universitetsforlaget. kapittel 4. s 68 - 81.
Skreland, Lisbeth Ljosdal; Steen-Johnsen, Tale (2021). The lamination machine and laminating as thing-power in early childhood pedagogical practice. Children's Geographies. ISSN: 1473-3285. doi:10.1080/14733285.2021.1965089.
Steen-Johnsen, Tale; Skreland, Lisbeth Ljosdal (2021). The politics of emotion in a parenting support programmes for refugees in Norway. Emotions and Society. ISSN: 2631-6897. doi:10.1332/263169021X16152829478746.
Spieler, Kristin Severinsen; Nome, Dag Øystein (2021). Når faglig skjønn møter rammeplan. Barnehagefolk. ISSN: 1500-6905. (4).