Merete Lund Fasting

• Brandt, Lisa Annika; Menning, Soern Finn & Fasting, Merete Lund (2026). She is so cute. I love her. — Exploring ecological literacy through acts of spontaneous anthropomorphism in kindergarten. Journal of Early Childhood Literacy. ISSN 1468-7984. doi: 10.1177/14687984261487658. Fulltekst i vitenarkiv Vis sammendrag

  This article explores three examples of kindergarten children spontaneously anthropomorphizing more-than-humans while outdoors, and the kindergarten staff’s reaction to this. The examples derive from an ethnographic study on kindergarten children who travel by boat 3 days a week to the unpopulated island of Bragdøya in Kristiansand, Norway. Mobilizing Maclure’s interpretation of Massumi’s exemplary method, we use these examples to contribute to discussions of ecological literacy by exploring how spontaneous anthropomorphism may shape the development of care and knowledge in children’s encounters with the more-than-human world. Our analysis points to spontaneous anthropomorphism being a relevant arena for helping children balance intuitive care for and knowledge about more-than-human entities. This balance might be achieved through staff members softly guiding the children toward a form of enlightened anthropomorphism, even though not all situations are suitable for such an undertaking. Furthermore, reflecting on one’s own relation to more-than-humans as a basis for supporting children in their development of care toward these entities appears to be a relevant area of reflection among pedagogical staff. Overall, acts of spontaneous anthropomorphism may constitute important pedagogical moments through which ecological literacy is negotiated and developed.

• Menning, Soern F.; Brandt, Lisa Annika & Fasting, Merete Lund (2026). Island pedagogies on Bragdøya: Potentials for embracing uncontrollability and resonance. Contemporary Issues in Early Childhood. doi: 10.1177/14639491261450313. Fulltekst i vitenarkiv Vis sammendrag

  According to the German sociologist and political philosopher Hartmut Rosa, the project of modernization has turned the world into an adversary and a ‘point of aggression’. He instead advocates engaging with the world's uncontrollability through resonance. To explore how early childhood education can respond to this call, we examine a distinctive pedagogical setting. The study is based on a sensory ethnographic investigation of a group of children and educators in southern Norway who travel by boat three times a week to the small, uninhabited island of Bragdøya. We employed videography, observational notes and conversations with children and educators to immerse ourselves in the island's distinctive daily life. This multimodal article integrates theoretical argument and empirical analysis by incorporating images and video clips to facilitate affective and sensory engagement. Our analysis suggests that this pedagogical setting nurtures dispositional resonance by rendering some aspects of children's daily lifeworld un-visible, un-reachable, un-controllable and un-usable – a contrast to the modernist impulse to dominate the world. Coupled with the temporal and spatial expansion offered on the island, these aspects give children opportunities to partake in resonant experiences of being with the world. Our study highlights the distinctive features of what we term island pedagogies and aims to inspire further reflection on the significance of temporal–spatial architecture for fostering resonance within institutional life in early childhood education.

• Fasting, Merete Lund; Brandt, Lisa Annika & Menning, Soern Finn (2026). Creating a Deep Embodied Intimacy: Sensitivity, Identity and Well-Beeing in and Through Play and Movement on Bragdøya. International Journal of Early Childhood. ISSN 0020-7187. doi: 10.1007/s13158-026-00513-0. Fulltekst i vitenarkiv Vis sammendrag

  Throughout different seasons we spent time with 18 kindergarten children on Bragdøya, a small island in Southern Norway. Here, we observed their play in nature and how children form close embodied intimacy with their world. We applied a holistic and relational methodological approach through conducting lived and close observation; a sensitive bodily interaction, moving and wondering along children in nature to explore their sensitive and embodied relation with human and nonhuman surroundings. Based on conducted fieldwork, we present three phenomenological examples of playing and sensing nature through running alone and together; being with through lying on the ground and taking time; and tree-dwelling through sitting, climbing, and embracing trees. Through moods of running, lying, and sitting in nature the children expressed freedom, sensitivity and well-being, and we argue for that these can be seen as a primary foundation for an embodied and dialogical life. This demands trusting in children and their inherent playfulness and joy that come so naturally to them. It is matter of being in the world and creating meaning with the world—a starting point for encouraging intimate knowledge, place sensitivity and well-being. The joy of movement and the ability to feel calm and safe in nature are experiences that children carry with them throughout their lives.

• Høyem, Jannicke & Fasting, Merete Lund (2025). The power of play. Sustainability as a value and how it is embedded in children's outdoor play and local identity, Exploring the Pedagogy of Learning and Playing Outdoors: Questions of Purpose and Intention. Routledge. ISSN 9781003530480. s. 30–43. doi: 10.4324/9781003530480-4. Fulltekst i vitenarkiv Vis sammendrag

  The power of play lies in its inherent ability to enliven and further develop sustainability in and between people. This chapter underscores the significant influence of free outdoor play, the joy of movement, the interplay between social and natural relationships and the fostering of local identity for cultivating sustainability in kindergartens. The text delves into the concept of sustainability in the context and scope of early childhood education, approached through phenomenological and ecophilosophical lenses and with empirics from observations in two Norwegian kindergartens. The focus is on sustainability as a value rather than specific content to be learnt by children. The attention remains on children’s free play in nature and their experiences in relation to their social and non-human environments. Thus, sustainability encompasses content, pedagogy and location.

• Fasting, Merete Lund; Høyem, Jannicke & Ergler, Christina (2025). Sustainability as a relational value in early childhood - the power of nature play, joy and local place identity. Journal of Outdoor and Environmental Education (JOEE). ISSN 2206-3110. doi: 10.1007/s42322-025-00219-2. Fulltekst i vitenarkiv Vis sammendrag

  Through play and movement, children experience and express their ability to embrace the more-than-human world in deeply personal ways. This invites a reconsideration of sustainability as both a relational value and a way of living. In this paper, we draw on analyses of data collected through child-friendly methods in two studies conducted outdoors involving three- to five-year-old children in Norway and New Zealand. The findings highlight how children embody and enact sustainability through their outdoor play, interest, imagination, and enthusiasm for nature and friluftsliv. They reveal how children form connections to places, nature, and one another in a pathic way—using their bodies, senses, and emotions to relate to both humans and the more-than-human. This suggests a more holistic understanding of what sustainability entails and how it can be lived in everyday contexts. We argue that sustainability should be more firmly conceptualized as a relational value, with bodily experiences, knowledge, emotions, and sensory engagement forming the foundation for children’s capacity to be agents of change. By promoting greener, more ecological forms of human culture that are attentive to everyday encounters between people and their environments, we can move toward a more just and sustainable future for all.

• Fasting, Merete Lund; Kjær, Ingirid Geirsdatter Heald & Bjørke, Ann Christin Helgesen (2025). ‘It’s kind of giving them that space […] it’s about freedom’—facilitating and supporting children’s play in nature. Journal of Adventure Education and Outdoor Learning. ISSN 1472-9679. doi: 10.1080/14729679.2025.2601845. Fulltekst i vitenarkiv Vis sammendrag

  Children’s play in nature is highly valued, has an impact on children’s joy and well-being and is essential for healthy child development. However, some previous studies have found that early childhood education and care (ECEC) educators do not feel competent in influencing, facilitating and supporting children’s play in nature. This study aimed to assess the characteristics of ECEC educators’ role in children’s play in nature through focus group discussions among 22 Norwegian ECEC educators. The collective thematic analysis (CTA) identified the following three clusters of themes that emerged through those discussions: ‘places in nature’, ‘facilitate’ and ‘presence and commitment’. From the perspectives of ‘participation’, ‘safety and trust’ and ‘dynamic leadership’, the findings indicated that the educator’s pedagogical, bodily and communicative knowledge together with flexibility and pedagogical tact are essential characteristics that support their meaningful interactions with children in their play in nature.

• Trangsrud, Lise Katrine Jepsen; Bischoff, Annette & Fasting, Merete Lund (2025). Outdoor facilitated research methods—transforming pedagogic competence into research, and back again. Journal of Adventure Education and Outdoor Learning. ISSN 1472-9679. doi: 10.1080/14729679.2025.2531991. Fulltekst i vitenarkiv Vis sammendrag

  The aim of this study is to explore in which ways pedagogical competencies and experiences of outdoor leaders can be applied in outdoor research, and how competence in outdoor research can be relevant in outdoor leadership. While literature describes methods for outdoor research, few focus on the research competence of the outdoor leader. Based on a phenomenological dialogue, fieldnotes from three different research projects are analyzed and discussed. Three areas of pedagogic competence from outdoor leadership were generated: 1) situational awareness, 2) wayfaring together and 3) situated learning. The article discusses how these correspond with three areas of competence when conducting research outdoors: 1) ethical awareness, 2) framing the dialogue and 3) nature as a co-researcher. We discuss how outdoor studies can benefit from emphasizing perspectives related to power relations and empowerment, as well as how the triangular dynamic between nature, participants and outdoor researcher/leader influences the decisions taken.

• Fasting, Merete Lund; Høyem, Jannicke; Neresen, Cathrine & Johansen, Bjørn Tore (2023). Friluftsliv og psykisk helsearbeid: Hvordan sosialt friluftsliv, bevegelsesglede og naturnærvær kan bidra til livsmestring. Tidsskrift for psykisk helsearbeid. ISSN 1503-6707. 20(3), s. 174–186. doi: 10.18261/tph.20.3.2. Fulltekst i vitenarkiv Vis sammendrag

  Hensikten med denne studien er å utforske hvordan utøvelse av friluftsliv kan bidra til opplevelse av livsmestring. Designet er kvalitativt, og datainnsamlingen ble gjort i form av gående semistrukturerte samtaler med åtte unge voksne i natur. Studien viser hvordan friluftsliv kan bidra til livsmestring gjennom tre funn: 1) sosialt friluftsliv, 2) bevegelsesglede og 3) naturnærvær. Funnene impliserer at friluftsliv kan ha verdi innen psykisk helsearbeid på flere nivå.

• Fasting, Merete Lund; Høyem, Jannicke & Bischoff, Annette (2022). Barndommens landskap. En studie av unge voksnes minner i møte med barndommens nærnatur. Journal for Research in Arts and Sports Education. 6(1), s. 92–107. doi: 10.23865/jased.v6.3017. Fulltekst i vitenarkiv Vis sammendrag

  I denne studien undersøker vi hvilke minner som kommer til syne når unge voksne møter barndommens nærnatur igjen, og hvordan kan vi forstå disse minnene. Arbeidet tar utgangspunkt i en kulturell fenomenologisk forståelse. Åtte unge voksne har gått tilbake til sine barndomssteder i skolens nærnatur sammen med en av forskerne. De har gått, klatret og snakket om friluftsliv, lek og lekesteder ute i barndommen. Metoden åpner for å studere komplekse, kroppsliggjorte og stedsspesifikke minner og erfaringer knyttet til konkrete steder, aktiviteter og sosiale relasjoner. Teoretisk bygger studien på fenomenologen Merleau-Pontys beskrivelser av hvordan mennesker bebor verden, Rosas teori om resonans og Caseys tekster om minner og steder. Resultatene viser at de unge voksnes kroppslige utforskning gjennom lek og friluftsliv i barndommen har vært avgjørende for dannelsen av det vi betegner som barndommens landskap. Deres minner fra stedene har hatt betydning for hvem de er i dag, og har lagt et grunnlag for hvordan de forholder seg til natur og medmennesker. Stedsidentitet, formet gjennom friluftsliv og lek i barndommens landskap, kan gi tilhørighet, forankring og resonans i en omskiftelig verden. Dette arbeidet viser at skolens nærnatur kan være viktig for barn og unges dannelse i vid forstand.

• Fasting, Merete Lund & Høyem, Jannicke (2022). Freedom, joy and wonder as existential categories of childhood–reflections on experiences and memories of outdoor play. Journal of Adventure Education and Outdoor Learning. ISSN 1472-9679. doi: 10.1080/14729679.2022.2066008. Fulltekst i vitenarkiv Vis sammendrag

  This study conveys how young adults reflect upon their childhood experiences and memories of outdoor play, friluftsliv and outdoor places. Inspired by a phenomenological approach, we conducted walking interviews in nature areas where they used to play as children, revisiting the same informants and places as in a research project 14 years earlier. Today the respondents emphasise the experience of freedom encompassing joy, wonder and communication with surrounding nature and people, associating it with autonomy and self-determination. Joy, wonder and communication in someone’s experience are subjective existential categories often used to characterise friluftsliv in outdoor education. Personally meaningful to the young adults, these experiences have become important parts of who they are today. These results differ from previous research on outdoor play as it highlights freedom, joy and wonder. Based on this, we argue for facilitating self-directed outdoor play, and emphasize conscious choice of location for outdoor pedagogical work.

• Skreland, Lisbeth Ljosdal & Fasting, Merete Lund (2021). Forskerkroppen. I Fasting, Merete Lund; Skreland, Lisbeth Ljosdal & Kampmann, Jan (Red.), Å forske blant barn : Kvalitative metoder. Cappelen Damm Akademisk. ISSN 9788202689025. s. 19–35. Fulltekst i vitenarkiv
• Høyem, Jannicke & Fasting, Merete Lund (2019). Kunnskap i friluftsliv. I Hallandvik, Linda & Høyem, Jannicke (Red.), Friluftslivspedagogikk. Cappelen Damm Akademisk. ISSN 9788202575830. s. 33–49. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2017). tha Magic of Outdoor Play: A Phenomenological Hermenetuc Approach. I Waller, Tim; Ãrlemalm-Hagsèr, Eva; Sandseter, Ellen Beate Hansen; Lee-Hammond, Libby; Lekies, Kristi & Wyver, Shirley (Red.), The SAGE Handbook of Outdoor Play and Learning. Sage Publications. ISSN 9781473926608. s. 630–645. doi: 10.4135/9781526402028.n40. Fulltekst i vitenarkiv
• Løndal, Knut & Fasting, Merete Lund (2016). Magien i utetiden. I Øksnes, Maria & Sundsdal, Einar (Red.), Barndom i barnehagen: Læring. Cappelen Damm Akademisk. ISSN 9788202473860. s. 95–116. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2016). Det lekende friluftslivet, Ute! Friluftsliv - pedagogiske, historiske og sosiologiske perspektiver. Fagbokforlaget. ISSN 9788245017557. s. 65–81. Fulltekst i vitenarkiv

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• Fasting, Merete Lund; Skreland, Lisbeth Ljosdal & Kampmann, Jan (2021). Å forske blant barn : Kvalitative metoder. Cappelen Damm Akademisk. ISBN 9788202689025. 164 s. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2019). Playing outdoor. Universitetsforlaget. ISBN 9788215034690. 110 s. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2017). Barns utelek. Universitetsforlaget. ISBN 9788215027272. 138 s. Fulltekst i vitenarkiv
• Horgen, André; Fasting, Merete Lund; Lundhaug, Torbjørn; Magnussen, Leif Inge & Østrem, Ketil (2016). Ute! Friluftsliv - pedagogiske, historiske og sosiologiske perspektiver. Fagbokforlaget. ISBN 9788245017557. Fulltekst i vitenarkiv

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• Brandt, Lisa Annika; Menning, Soern Finn & Fasting, Merete Lund (2025). Spontaneous anthropomorphism as an ecological-ethical arena in ECEC: The case of the ants, the leaves and the whale. Fulltekst i vitenarkiv
• Brandt, Lisa Annika; Menning, Soern Finn & Fasting, Merete Lund (2024). Kindergartenlife on Norways island Bragdøya: Power of being and moments of resonance. Fulltekst i vitenarkiv
• Menning, Soern Finn; Brandt, Lisa Annika & Fasting, Merete Lund (2024). Stedsresponsiv bærekraftspedagogikk på Bragdøya : Muligheter for resonans og værekraft. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2024). Hvorfor lek for barn? Fulltekst i vitenarkiv
• Fasting, Merete Lund; Høyem, Jannicke; Neresen, Cathrine & Johansen, Bjørn Tore (2024). Naturen gir livsmestring. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2024). Helgemorgen: lek opp mot NM i gjemsel. [Radio]. Nrk. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2024). Helgemorgen: lek opp mot NM i gjemsel. [TV]. Nrk. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2024). NM i gjemsel. Jeg skulle snakke om lek for barn og voksne. [TV]. Helgemorgen NRK Radio og TV. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2024). NM i gjemsel- intervjuet i NRK P1 og NRKTV Helgemorgen. [TV]. Helgemorgen NRK Radio og Tv. Fulltekst i vitenarkiv
• Fasting, Merete Lund; Høyem, Jannicke; Neresen, Cathrine & Johansen, Bjørn Tore (2024). Naturen gir livsmestring. Fædrelandsvennen. ISSN 0805-3790. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2024). Hekta på naturopplevelser: Får "den gode" følelsen. [Journal]. Fedrelandsvennen. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2024). Naturen gir livsmestring. [Journal]. Avisa Nordland. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2024). Det organiserte vannvidd. [Journal]. Klassekampen. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Barns utelek. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Lekeplasser gror igjen. [TV]. Nrk. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). The power of outdoor play as a way to sustainability. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Hvor ble det av barna? [Journal]. Nrk. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Ungdommer, natur/friluftsliv og livsmestring. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Friluftsliv og livsmestring i psykisk helsearbeid. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Alene i skogen. [Journal]. Nrk. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Frykter barn mister kreativiteten av organiserte aktiviteter. [Radio]. Nrk. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Lekeplasser gror igjen. [Radio]. P2. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Vil få flere barn til å leke i naturen. [Journal]. Nrk. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Fryktar barn mister kreativiteten av organiserte aktivitetar. [Journal]. Nrk. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Green School Backpack: utdanning for bærekraft. Fulltekst i vitenarkiv
• Bjørke, Ann Christin Helgesen & Fasting, Merete Lund (2023). «Hele gressfamilien må samles her». Fulltekst i vitenarkiv
• Fasting, Merete Lund (2023). Gikk seg bort i 17 timer som gutt:- Ikke skremt. [Internet]. nrk.no. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2022). Barn lite utendørs. [TV]. Nrk. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2022). Barn leker mindre ute. [Radio]. Sørlandssendingen. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2022). Lege og hjerneforsker: Bekymret for konsekvensene av at barn leker mindre. [Journal]. aftenposten.no. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2022). Barn leker mindre ute i nærområdet. [Journal]. kommunikasjon.ntb.no. Fulltekst i vitenarkiv
• Fasting, Merete Lund; Bjørke, Ann Christin Helgesen & Kjær, Ingirid Geirsdatter Heald (2022). «Hvorfor er leken så viktig for barnas livsmestring?». Fulltekst i vitenarkiv
• Kjær, Ingirid Geirsdatter Heald; Fasting, Merete Lund & Bjørke, Ann Christin Helgesen (2022). Derfor er leken så viktig for barnas livsmestring. lokalavisen fedrelandsvennen. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Hvorfor er det viktig at barn leker ute? Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Hvorfor er det viktig at barn leker ute? Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Hvorfor er det viktig at barn leker ute? Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Hvorfor er det viktig at barn leker ute? Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Hvorfor er det viktig at barn leker ute? Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Derfor er utelek bra for barn. [Internet]. babyverden.no. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Lek bevegelse og natur som livsmestring. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Skal forske på hvordan barnehagen kan fremme bevegelsesglede og livsmestring gjennom lek i naturen. [Internet]. barnehage.no. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Hvordan barn leker påvirker hvordan de blir som voksne, viser forskning. Dette kan foreldre gjøre. [Journal]. aftenposten.no. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Friluftsliv og livsmestring. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2021). Hvorfor er det viktig at barn leker ute? Fulltekst i vitenarkiv
• Fasting, Merete Lund (2020). Barns lek i naturområder. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2020). Vann, sand og søle er frydefullt. [Internet]. Barnehage.no. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2020). Skogen gir frihet og fantasi. [Journal]. Skog. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2020). Bevegelse, lek og friluftsliv kan bidra til livsmestring. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2020). 24 åringers forhold til natur. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2019). Metodebok barn: arbeidsseminar antologi. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2019). Det er aldri greit å presse barn til å begynne på fritidsaktivitet. [Internet]. KK.no. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2019). Kroppslighet i lek utendørs og i natur. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2019). Kroppslighet og lek utendørs og i natur. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2019). Om kroppsøving og friluftsliv- det lekne mennesket. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2019). Fra tellere til lekere. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2019). Foredrag om utelek og bevegelsesglede. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2019). Barna kjenner hver sti og stein på Odderøya. [Journal]. Fædrelandsvennen: papirutgave og nettsted. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2019). Fritidsaktiviteter for barn: Dette bør du tenke på. [Internet]. plusstid.no. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2018). Utelek og bevegelsesglede. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2018). Education for sustainability in kindergarten. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2018). Den magiske uteleken. Refleksjoner rundt barn, bevegelse og lek. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2018). Derfor er det viktig for barn å være utendørs. [Internet]. VG familieklubben. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2018). Må ikke gjøre lekeplassen for trygg. [Internet]. Sørlandsavisen. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2018). En skatt i nåtid og fremtid. [Journal]. Vennesla tidene. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2018). Barns utelek. Helsefremmende barnehager. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2018). Barn fysisk aktivitet: Er idrettshallen blitt den nye gata? [Internet]. Kvinner og Klær (KK). Fulltekst i vitenarkiv
• Fasting, Merete Lund (2018). Den magiske uteleken og bevegelsesglede. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2017). Bevegelsesglede og motorisk kompetanse. Barnehagefolk. ISSN 1500-6905. s. 44–47. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2017). Lekende barn- skapende mennesker. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2017). Barnas lek viktig for folkehelsen? Fulltekst i vitenarkiv
• Fasting, Merete Lund (2017). Winter in the kindergarden: Play, knowledge and body language. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2017). Ny bok: Barns utelek. [Radio]. Sørlandssendinga (NRK radio). Fulltekst i vitenarkiv
• Fasting, Merete Lund (2017). Barns utelek: intervjuet pga bokutgivelse. [Radio]. NRK Sørlandet. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2017). Byrom og natur- hva med folkehelse? Fulltekst i vitenarkiv
• Fasting, Merete Lund (2016). Barn lærer mye ved å leke ute. [Radio]. Sørlandssendinga (NRK radio). Fulltekst i vitenarkiv
• Fasting, Merete Lund (2016). Barn blir flinkere av å leke ute. [TV]. NRK Sørlandet. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2016). Barn blir flinkere av å leke ute. [TV]. NRK Dagsrevyen . Fulltekst i vitenarkiv
• Fasting, Merete Lund (2015). Barns kroppslighet i lek. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2015). Children's bodily play in kindergarten. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2015). Barneidrett og uorganisert lek for barn. Fulltekst i vitenarkiv
• Fasting, Merete Lund (2015). Det lekende friluftlivet. Fulltekst i vitenarkiv

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