Remember Me
Or use your Academic/Social account:


Or use your Academic/Social account:


You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.


Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message


Verify Password:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Løkken, Gunvor; Moser, Thomas (2012)
Publisher: Education Inquiry
Languages: English
Types: Article
This issue of Education Inquiry includes a thematic section with five articles about different aspects of the physical environment in Norwegian early childhood education institutions (kindergartens). The contributions represent five out of nine sub-projects in a research project entitled Kindergarten space – materiality, learning and meaning making – The importance of space for kindergarten’s pedagogical activities conducted at Vestfold University College (VUC) funded by the Norwegian Research Council (SHP-Strategic University College Programme). The authors are all members of the Kindergarten Space Research group at VUC and the contributions are united by an overall interest in exploring different dimensions of space and materiality in kindergartens. The project was led by Professor Thomas Moser in cooperation with Professor Gunvor Løkken and Associate Professor Solveig Østrem.(Published: 1 September 2012)Citation: Education Inquiry Vol. 3, No. 3, September 2012, pp. 303–315
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Aasebø, T.S., & Melhuus, E.C. (2005) Rom for barn - rom for kunnskap. Kropp, kjønn, vennskap og medier som pedagogiske utfordringer [Space for children - space for knowledge. Body, gender, friendship and media as educational challenges]. Bergen: Fagbokforlaget.
    • Balke, E. (1976) Barnehagen: innføring i praktisk førskolepedagogikk [Kindergarten: Introduction to practical preschool education]. Oslo: Cappelen.
    • Aspelin, J. (2010) What really matters is 'between'. Understanding the focal point of education from an inter-human perspective. Education Inquiry 1(2), 127-136.
    • Barad, K. (2003) Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Female in Culture and Society 28(3), 801-831.
    • Biesta, G.J.J. (2006) Beyond Learning: Democratic Education for a Human Future. Boulder, Colorado: Paradigm.
    • Björklid, P. (2005) Lärande och fysisk miljö: en kunskapsöversikt om samspelet mellan lärande och fysiskmiljö i förskola och skola [Learning and physical environment: A review of the interplay between learning and physical environments in preschools and schools]. Stockholm: Myndigheten för skolutveckling.
    • Bresler, L. (2006) Toward connectedness: Aesthetically based research. Studies in Art Education: A Journal of Issues and Research in Art Education 48(1), 52-69.
    • Bresler, L. (1994) Imitative, complementary, and expansive: Three roles of visual arts curricula. Studies in Art Education: A Journal of Issue and Research, 35(2), 90-104.
    • Bruner, J.S. (1990) Acts of Meaning. Cambridge: Harvard University Press.
    • Buvik, K. (2004) Utforming av barnehager: på leting etter barneperspektiv [Design of kindergartens: In search of the child perspective]. Trondheim: Norges teknisk-naturvitenskapelige universitet.
    • Clark, A. (2010) Transforming Children's Spaces: Children's and Adults' Participation in Designing Learning Environments. London: Routledge.
    • Dant, T. (2005). Materiality and Society. Maidenhead, Berkshire: Open University Press.
    • Dewey, J. (1925) Experience and Nature. Chicago: Open Court.
    • Fredriksen, B. C. (2011) When past and new experiences meet: Negotiating meaning with 3-D materials in early childhood education. FORMakademisk 4(1), 65-80.
    • Dudek, M. (2005). Children's Spaces. Amsterdam: Elsevier.
    • Dudek, M., Baumann, D. & Henz, H. (2007) Schools and Kindergartens: A Design Manual. Basel: Birkhäuser.
    • Eisner, E.W. (2002) The Arts and the Creation of Mind. New Haven: Yale University Press.
    • Fischer-Lichte, E. & Jain, S.I. (2008) The Transformative Power of Performance: A New Aesthetics. London: Routledge.
    • Gulløv, E., & Højlund S. (2006) Materialitetens paedagogiske kraft [Materiality's pedagogical power]. I K. Larsen (red.) Arkitektur, krop og laering [Architecture, body and learning](s. 21-43). København: Hans Reitzels Forlag.
    • Halldén, G., Änggård, E., Markström, A.-M. & Simonsson, M. (2007). Den moderna barndomen och barns vardagsliv [The modern childhood and children's everyday life]. Stockholm: Carlsson bokförlag.
    • Halliday, M.A.K., & Matthiessen, C.M.I.M. (2004) An Introduction to Functional Grammar. London: Arnold.
    • Hansen, G.K., Blakstad, S.H. & Knudsen, W. (2009) USEtool - evaluering av brukskvalitet: metodehåndbok [USEtool - evaluation of usability: Methodmanual]. Oslo: SINTEF Byggforsk.
    • Kampmann, J. (2006) Børn, rum og rummelighed [Children, spaces and spaciousness]. I K. Rasmussen (Red.), Børns steder. Om børns egne steder og voksnes steder til børn [Children's places. About children's own places and adult places for children] (s. 106-120). København: Billesø & Baltzer.
    • Kraglund, M. (red.) (2005) Ting og tingester. Materielle kulturstudier [Stuff and things. Material culture studies]. København: Danmarks Paedagogiske Universitets Forlag.
    • Kraglund, M. & Otto, L. (red.) (2005) Materialitet og dannelse [Materiality and formation/Bildung]. København: Danmarks Paedagogiske Universitets Forlag.
    • Kress, G. (2003) Literacy in the New Media Age. London: Routledge.
    • Kress, G., & Van Leeuwen, T. (2001) Multimodal Discourse: The Modes and Media of Contemporary Communication. London: Arnold.
    • Kress, G., & Van Leeuwen, T. (2006) Reading Images: The Grammar of Visual Design. London: Routledge.
    • Krogstad, A., Hansen, G., Høyland, K. & Moser, T. (red.) (2012) Rom for barnehage - et flerfaglig perspektiv på barnehagens fysiske miljø [Space for kindergarten - a multidisciplinary perspective on kindergartens physical environment]. Bergen: Fagbokforlaget.
    • Larsen, K. (red.) (2005) Arkitektur, krop og laering [Architecture, body and learning]. København: Hans Reitzels Forlag.
    • Lave, J., & Wenger, E. (2003) Situeret laering - og andre tekster [Situated learning - and other texts]. København: Reitzel.
    • Taguchi, H. Lenz (2010) Going Beyond the Theory-Practice Divide in Early Childhood Education: Introducing an Intra-Active Pedagogy. London: Routledge.
    • MacRae, C. (2011). Making Payton's rocket: Heterotopia and lines of flight. International Journal of Art & Design Education 30(1), 102-112.
    • Merleau-Ponty, M. (1994 [1945]) Kroppens fenomenologi [Phenomenology of the Body]. Oslo: Pax.
    • Molander, B. (2008) “Have I kept inquiry moving?” On the epistemology of reflection. Education Inquiry, Phenomenology & Practice 2(1), 4-23.
    • Moser, T. (2007) Rommet som pedagogisk (kon-)tekst og det fysiske miljø som laeremiddel [Space as pedagogical (con-)text and the physical environment as teaching aid]. In D. Skjelbred, B. Aamotsbakken & S. Knudsen (eds.), Tekst i vekst. Teoretiske, historiske og analytiske perspektiver på pedagogiske tekster [Text in growth. Theoretical, historical and analytical perspectives on pedagogical texts] (s. 155-172). Oslo: Novus.
    • Nordin-Hultman, E. (2004) Pedagogiske miljøer og barns subjektskaping [Educational environments and children's subject creation]. Oslo: Pedagogisk forum.
    • Otto, L. (2005) Materialitet, identitet og erindring [Materiality, identity and memory]. In Kraglund, M. & Otto, L. (eds.), Materialitet og dannelse [Materiality and formation/Bildung] (pp. 33-47). København: Danmarks Paedagogiske Universitets Forlag.
    • Power, C. (2008) Presence in Play: A Critique of Theories of Presence in the Theatre. Amsterdam: Rodopi.
    • Rasmussen, K. (red.) (2006) Børns steder. Om børns egne steder og voksnes steder til børn [Children's places. About children's own places and adult places for children]. København: Billesø & Baltzer.
    • Schechner, R. (2006) Performance Studies: An Introduction. New York: Routledge.
    • Shusterman, R. (2008) Body Consciousness: A philosophy of Mindfulness and Somaesthetics. New York: Cambridge University Press.
    • Spencer, C., & Blades, M. (eds.) (2006) Children and their Environments. Learning, Using and Designing Spaces. Cambridge: Cambridge University Press.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article