The aim of this study is to explore how pre-school children's desire for learning is developed in the pedagogical landscape of a Danish kindergarten. The study departs in the assumption that learning does not take place in a neutral room stripped of emotions and desires, but is being infiltrated by the emotionality and desires that develop in the intercorporeal interactions of educators and learners. Furthermore this framework assumes that ‘motivation’ to learn (which are not determined prior to the engagement into the learning situations) is a response to the learning situation. In the learning situation the children’s desire to learn can be born through an inspired (intercorporeal) experience scaffolded by educators.
|Effective start/end date||02/02/15 → 29/01/16|