Implicit and explicit demands to body and language in the systematical work with the socialskills of children in day-care. This article investigates the practice of manual based programmes in Danish day-care institutions. The day-care area in Denmark has traditionallyfocused on the importance of the childrens’ free play. But in the new millennium change hasoccurred and a new focus on teaching and preparing the children for school has emerged. Aspart of this, manual based programmes have entered the field. This article explores the practice of these programmes with special focus on the implicit and explicit demands to the children implied in this kind of practice. The overall conclusion is that the programmes demand a great amount of selfwork from the children both concerning language and body. Furthermore, it concludes that the manual based practice contains some excluding elements, even though the aim is inclusion. Theoretically the article draws on four orientating concepts:Pierre Bourdieu´s concept of symbolic violence, Michel Foucault´s concepts of power/discourse and of self-technology, and the concept of the hidden curriculum of Philip W.Jackson.The empirical material is based on ethnographical fieldwork and on interviews.
|Tidsskrift||Praktiske Grunde: Nordisk tidsskrift for kultur- og samfundsvidenskab|
|Status||Udgivet - 2018|
- Børn og unge