Abstract
98 % of all Danish children between 0-6 years attend early childhoood institutions. The 3-6 years old are in what we call kindergartens. My presentation is about collaboration between artists and pedagogues in two Danish kindergartens (where I have done research the past three years – the research approach was inspired by action research).
Kindergartens in Denmark are not part of the schools. Danish pedagogues insist on the kindergarten as not just a tool or a period for preperaring the children to school-readiness and that is why they insist on not being pre-school teachers, but pedagagogues with a broader agenda or focus than just learning or qualification.
When we look upon professionals and professional skills we can look upon it in a span between using and supporting mono-professionalism and transprofessionalism. I turn to the collaboration as developping a transprofessionalism or the multi-diciplinary by focusing on (læs op)
As I approach and understand the artists and pedagogues as aesthetic agents it is a view that supports them as transprofessionals and supporting the multi-disciplinary view on professionals.
In the collaboration:
Artists as outsiders: They challenged the existing logic and -traditions in the kindergartens. As skilled artspractioners they are occupied with creating ideas, to experiment, to enter new worlds or/and to present the children to the world of music and narratives/stories that exists.
Pedagogues as insiders: Are familiar with daily practices, routines and structures in the kindergartens – they are the practices and routines! They also have a profound knowledge about the children. But as aesthetic agents they are equal but maybe it shows in different ways!
Kindergartens in Denmark are not part of the schools. Danish pedagogues insist on the kindergarten as not just a tool or a period for preperaring the children to school-readiness and that is why they insist on not being pre-school teachers, but pedagagogues with a broader agenda or focus than just learning or qualification.
When we look upon professionals and professional skills we can look upon it in a span between using and supporting mono-professionalism and transprofessionalism. I turn to the collaboration as developping a transprofessionalism or the multi-diciplinary by focusing on (læs op)
As I approach and understand the artists and pedagogues as aesthetic agents it is a view that supports them as transprofessionals and supporting the multi-disciplinary view on professionals.
In the collaboration:
Artists as outsiders: They challenged the existing logic and -traditions in the kindergartens. As skilled artspractioners they are occupied with creating ideas, to experiment, to enter new worlds or/and to present the children to the world of music and narratives/stories that exists.
Pedagogues as insiders: Are familiar with daily practices, routines and structures in the kindergartens – they are the practices and routines! They also have a profound knowledge about the children. But as aesthetic agents they are equal but maybe it shows in different ways!
| Originalsprog | Engelsk |
|---|---|
| Publikationsdato | 3 jun. 2019 |
| Status | Udgivet - 3 jun. 2019 |
| Begivenhed | Art Equal: When Children Meet Art and Culture - Culture Hall Tu Jau Zini Kur and Latvian National Museum of Art, Riga, Riga, Letland Varighed: 3 jun. 2019 → 4 jun. 2019 |
Konference
| Konference | Art Equal: When Children Meet Art and Culture |
|---|---|
| Lokation | Culture Hall Tu Jau Zini Kur and Latvian National Museum of Art, Riga |
| Land/Område | Letland |
| By | Riga |
| Periode | 03/06/19 → 04/06/19 |
Emneord
- Børn og unge
- aesthetic agents
- art
- collaboration
- kindergarten