Program

09:15 Meeting at Prestheia kindergarten carpark

9:20 getting to know the kindergarten and the Kindergarten teacher

9:30 forest of Jegersberg

12.15 back to the kindergarten

 

General information about the kindergarten

We visited a private Kindergarten which opened in the summer of 2003. The Kindergarten started with 3 sections of children and 13 adults and now has 5 sections and 25 adults.

The first section is called the Raindrops with 14 children from ages 1 to 3 years old. They have four adults working with them, 2 with a degree in Elementary Education (3years) and 2 assistants.

The second section is the Sunbeam with 25 children from ages 3 to 5 years old.  They also have four adults; 2 educated teachers and another 2 as assistants.

The third section is the Sowcrystals with 30 children from ages 3 to 5 years old. Four adults with 2 educated teachers and another 3 as assistants.

We went out with the Fourth section, the Moonlight with 25 children from ages 3 to 5 years old. This group also had four adults with 2 educated teachers and another 2 as assistants. They are meeting in the Kindergarten every day and then going out to Jegersberg 4 times a week.
Area

In Jegersberg the Kindergarten group has their own place in the forest with a little hut and a fireplace. The playing area is limited by cliffs and other natural structures. There are a lot of tall trees, some parts of the ground are rockier then others, some is covered with soil, and some is smooth when you fall on it. The forest allows the children to climb on the trees and use them to build other opportunities to play. The area is on a gently hill and encourages the children to play on different surfaces.

 

The role of the Kindergarten teacher

There were four leaders that looked after the some 25 children that aged from three to five years old. I discovered that on the way to the forest area all the leaders took care of the children staying together and managed the way there. While we were walking together, the leaders tried to keep the children focused on things inside the forest or things away from the track. As soon as we arrived at the outdoor camp, the children were free to play.

While the children were playing the two Kindergarten teachers started a fire and another teacher started to prepare lunch. After an hour of free play another Kindergarten teacher gathered the child around her and sang some songs. Lunch was eaten in a big circle; first the boys were allowed to go to the teacher and get their hot dog, then it was the girls turns. All the children ate in a big circle together.

While I was observing the teachers I learned that they basically observe the children a lot and are always around to be accessible for the children if they need anything; but they try to avoid interfering with the children if it is not necessary.

I would describe this method of teaching as lassaiz faire.

 

The role of the Children

The main part of the time outside in the outdoor playground was free play. As we arrived at the location the children started playing immediately. They spread around the area and used the prepared playing places as well as played around completely free. Many ran through the forest together or gathered together in small groups in a kind of role-play. They make use of their fantastic imaginations and live together in their own world. In this case I overserved the same outcome like Mette Lund when she found out that “Central elements of children’s play are movement and fantasy.” (Merete Lund Fasting ppt p. 41)

Obviously there were a lot more adults with our international group, so many of children looked for contact and enjoyed being lifted or chased or just playing with us. Even though we all enjoyed playing with the children it made it sometimes difficult to observe the “natural play”. It was especially hard in the interaction between us adults. I could observe that another “Central elements of children’s play are imitation and experimentation.” (Merete Lund Fasting ppt. p.41)

Some children climbed on the ropes and trees or hid in the shelters. The groups of four to five children were not fixed, but rather dynamic. The children join groups and leave them without any problems; the groups are open and can be joined at any time. The children used the various surfaces and the environment which provided trees, rocks and open spaces covered with grass. The children moved really confident through the surroundings and all of them had a good quality of motor skills. Even if they fall down, they just stood up and played again, it was almost if it was part of the play. I think all of us internationals were pretty impressed by their skills in climbing, balance and running.

 

Personal comments of the day and comparison to Germany

I was really impressed by the fact that this children seemed to be really confident. Compared to my experience at a German kindergarten the children there asked for a lot more help. Most of the children were able to dress themselves, carry their own daypack, manage to go for a walk in different terrain and played all by themselves in the outdoor playground.

In most of the German Kindergarten the outdoor activities are restricted to playing in the backyard or going for a walk along prepared ways. Another difference would be that children would not play outside in the pouring rain the whole morning. The parents would complain and the children would cry because they are not used to being wet and cold.

Here in Norway neither the children nor the teachers complained about the weather and since the parents send their children to an outdoor group they surely agree on them spending time outside in all kinds of weather conditions. The children really enjoyed their playing time outside and without caring about the weather. They were covered in mud and were completely wet but still continued playing without any motivation needed.

All in all it was a great experience to see how free and carefree the children played outside without many restrictions and how happy they were in the outdoor playground.

 

References:

Merete Lund Fasting (2015): We Play Outdoor! A phenomenological hermeneutical approach to childrens outdoor play ppt, University of Agder, Norway.