Presteheia Barnehage was located within a five minute walk from Jegersberg, which was perfect for taking the children to and from their natural playground. This was one of the main qualities of the area as it was within good distance of the kindergarten itself. The area in Jegersberg was also well chosen, with an open enough space to see the children from one spot but with enough trees for the children to climb and explore, and a shelter if the weather was bad. Not only this but there were means for making a fire and a natural shelter was built for the children to play in. The qualities of the area provide the children to have fun and play in the outdoors without the weather interfering too much on their day, and also gives them the freedom to explore and play with what they want as opposed to the limited space and grounds of a play area at the back of their kindergarten.

The role of the leader seemed rather relaxed and was there to guide and assist the children in having fun as opposed to leading and instructing the children. Throughout the day the guides sat down and allowed the children to do what they wanted as it seemed there were pre-set rules the children already knew that did not need to be repeated by the teachers. These were such as all children knowing the boundary limits as no children wandered off out of sight, they also understood that they had to be in pairs when crossing the road and would have to stop when a corner emerged and wait for the teacher and rest of the class to catch up. This appeared very interesting as compared to a nursery in the UK a teacher would be there to lead and instruct as opposed to guide, ensuring all the children are kept safe and do not stray away and get lost. It appears that the children do this the majority of the time they are at kindergarten as they understand and remember the few rules they have regarding boundaries and crossing the road. Subsequently, the group go out four times a week to Jegersberg and it shows how much they go out as they immediately run off and find something to do and play with, even without numerous toys and playgrounds. It is very easy for the teachers to observe the children playing from where they are as previously mentioned, the children seem to be aware of the boundaries they are allowed to go. The teachers stay nearer the fire, cooking the children’s lunch and providing the children with knifes to cut their own sticks. This was a shock at first as in the UK, children would not be given knifes. However you can see that the children here see knives as a tool as opposed to a weapon. When using the knives children are sat near to an adult where loose supervision can be kept, however they are not watched over constantly which shows the children can be trusted with objects some deem to be dangerous.

When the children had arrived at their play area in the woods, it seemed there was free play for all the children. All the university students were free to observe or play with the children and whilst playing, allowed the children to do what they wanted. This mostly consisted of climbing trees and waving sticks around. These sort of activities allow for the focus of the seven subjects outlined by the kindergartens framework such as physical activity, creativity and the nature and environment. It appears there is no rigid curriculum for the children which caters to the individualism of each child. Allowing each to focus and learn on what they are most attracted to. From observing and playing with the children it appears that their motor skills are very good as they seem very confident climbing trees and running around the place. It appears that taking a group out into nature is an advantage for their physical wellbeing. It also allows the children to become closer to nature and learn skills other will not learn about till they are older. For example, how to correctly use a knife. This also shows the children they are trusted by adults and not patronised because adults deem some tools too dangerous for children. It appears the adults at this kindergarten are not constraining the ‘child’s ability to encounter risks and challenges that are ultimately beneficial for development.’ Sandseter (2009)

When comparing this Kindergarten to personal experiences in nursery in the UK, the learning outcomes seem to be different. Kindergarten seem to focus on less academic subjects and more on developing the child as an individual through the use of nature, whereas nursery focus on prepping the child for mainstream school by having a rigid timetable in which playtime outside is set at certain times and free time is often organised by the teachers. The disadvantages of this are that children can often lose out on having fun without the use of toys and may find it harder to be as creative in their play compared to children from kindergarten. On the other hand, kindergarten children may find it harder with some academic subjects such as maths as this is not what is being focussed on at that age.

Overall, after spending a day with children from Presteheia Barnehage it appears the quality of their learning is very high as taking the children outdoors allows them to become individuals choosing what they want to play and how and when. This sort of play also seems to give the children more confidence in their own motor skills and creativity to find different ways to play and interact with the other children.

 

References

Sandsetter, E. (2009) Risky play and risk management in Norwegian preschools – a qualitative observation study. Safety science monitor. 13 (1) 87 – 95.