Providing materials and spaces for the negotiation of meaning in explorative play: Teachers’ responsibilities

This article aims to illustrate how both physical and social factors influence possibilities for children’s learning (meaning negotiation) in visual art contexts in early childhood education. The main discussion relates to teacher’s responsibilities in providing physical and social contexts for such meaning negotiations. The processes I wish to illustrate are complex and, in order to make them comprehensible within the scope of this article, only a few examples with interactions with the same girl, the same materials and the same teacher are chosen from a qualitative, arts-based study in a single Norwegian preschool.

Författare: Biljana C. Fredriksen

Providing materials and spaces for the negotiation of meaning in explorative play: Teachers’ responsibilities

Education Inquiry Volume 3, No 3, September 2012