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Body practices: negotiations of 'risk' in Norwegian and French preschools.

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Title: Body practices: negotiations of 'risk' in Norwegian and French preschools.
Authors: Garnier, Pascale1 pascale.garnier@univ-paris13.fr, Greve, Anne2, Ulvik, Oddbjørg Skjær2, Chantseva, Victoria1, Rayna, Sylvie1, Fallang, Bjørg2, Gulbrandsen, Liv Mette2, Øien, Ingvil2
Source: International Journal of Early Years Education. Jun2024, Vol. 32 Issue 2, p319-333. 15p.
Subject Terms: *Teaching methods, *Cultural values, *Pedagogical content knowledge, *Adventure education, *Preschool education, Everyday life
Geographic Terms: Norway
Abstract: This comparative study of everyday life in Norwegian and French preschools explores how 'risk' related to children's body practices is understood, practised and negotiated by teachers and how this may regulate educational practices in a short- and long-term perspective. Studying educational institutions in two different societies illuminates institutional constraints, normative principles and cultural values influencing everyday practices. Using a polyphonic ethnographic approach, the staff of five settings were invited to react to edited videos of daily life in these settings, and to critically reflect on their own and others' practices. The results show how the teachers articulated the handling of risks and challenges according to the frames and resources related to children and the adults' responsibilities. Six different risk-related themes were identified: the risk of illness, injury, restricting children's bodies and the inability to cope, and risks related to teachers and to pedagogy. These themes also elucidated the different perceptions and values of indoor and outdoor activities through the identification of these risks. Body practices in ECEC appear as socio-political tools to either support or restrict children's experiences. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Body practices: negotiations of 'risk' in Norwegian and French preschools.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Years+Education%22">International Journal of Early Years Education</searchLink>. Jun2024, Vol. 32 Issue 2, p319-333. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+values%22">Cultural values</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Adventure+education%22">Adventure education</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br /><searchLink fieldCode="DE" term="%22Everyday+life%22">Everyday life</searchLink>
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  Data: This comparative study of everyday life in Norwegian and French preschools explores how 'risk' related to children's body practices is understood, practised and negotiated by teachers and how this may regulate educational practices in a short- and long-term perspective. Studying educational institutions in two different societies illuminates institutional constraints, normative principles and cultural values influencing everyday practices. Using a polyphonic ethnographic approach, the staff of five settings were invited to react to edited videos of daily life in these settings, and to critically reflect on their own and others' practices. The results show how the teachers articulated the handling of risks and challenges according to the frames and resources related to children and the adults' responsibilities. Six different risk-related themes were identified: the risk of illness, injury, restricting children's bodies and the inability to cope, and risks related to teachers and to pedagogy. These themes also elucidated the different perceptions and values of indoor and outdoor activities through the identification of these risks. Body practices in ECEC appear as socio-political tools to either support or restrict children's experiences. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Early Years Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Pedagogical content knowledge
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      – SubjectFull: Adventure education
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      – SubjectFull: Preschool education
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      – SubjectFull: Norway
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      – TitleFull: Body practices: negotiations of 'risk' in Norwegian and French preschools.
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            – D: 01
              M: 06
              Text: Jun2024
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