Barns frågor under en utforskande process kring träd

Abstract

The aim of the study is to scrutinize children´s meaning-making in a tree-project during one year in a preschool class. The purpose with this article is to shed light on what happens in children’s encounters with the trees and how an exploratory approach might encompass children’s own questions and working theories. By mapping the children´s explorative process from the Deluzian concept learning as a relational field of potentiality (Dahlberg & Elfström, 2014), the connections are identified and analyzed. The data has been generated through ethnographical methods: participant observations, focus groups and stimulated recall. The children’s aesthetic works and the concluding exhibition with additional walks are also part of the data generating. The mapping of the tree-project makes the meaning-making visible, where the children’s questions center on complex issues with further connections to ecological issues and sustainability. The driving force of the project is the questions that the children pose, while the pedagogues support their explorations in order to deepen and develop the learning possibilities.