Childhood flourishing in ECEC

Research topic/aim
The paper explores a pedagogical perspective on childhood flourishing in ECEC. The aim is to co-create new knowledge on children’s flourishing in dialogue between research and practical knowledge. Children and pedagogues emphasize participation in play as pivotal for flourishing (Koch 2013). Therefore, the research happens by encountering children in play, striving to let go of adult preconceptions, routines and goals and paying attention to young children’s unvoiced knowledge and perspectives.
Theoretical framework
Our research refers to the new paradigm of flourishing (Kristjanssón, 2017; Wolbert et al., 2021) and understands a good childhood in relation to enjoyment and exercise of capabilities, subjective happiness, special relationships, unburdened being, sense of wonder and the ability to play. We call upon a Nordic tradition of child-centered pedagogical practice and are inspired by phenomenological theory (Van Manen 1991). Furthermore, we understand play as children’s preferred way of being and draw on theory of play as a ‘mood practice’ (Skovbjerg 2013).
Methodology/research design
The project uses a design-based-research approach to frame interdisciplinary knowledge making between researchers, practitioners and children. On the departure of 6 play-experiments with children (Jørgensen 2023), 2-6 researchers and 9 practitioners meet in 12 experimental reflection workshops to reflect upon pedagogical play practices as well as on children’s knowledge on flourishing. Aesthetic and embodied reflection tools are used to obtain access to expression of inner thoughts and feelings, e.g. storytelling and dramatic exercises.
Expected findings
Empirical data from reflection workshops, including pedagogues’ stories about flourishing children, are analyzed to suggest new theory and discuss what pedagogical circumstances and environments seem to be supportive of a playful and flourishing childhood for all children.
Relevance to Nordic educational research
In current policy, research and practice, there is little emphasis on feeling good and functioning to the maximum of our capabilities; and how to practice education leading to a good life. Also, there is a shortage of alternative research approaches that acknowledge the role of context and focus on the real world, daily life in the ECEC setting as happens (Pascal & Bertram, 2023).
References
Jørgensen, H. H. (2023). Encountering children’s perspectives in play: How a play experiment with animal cloaks became a research approach in ECEC. Journal of Pedagogy, 14(1), 17–36.
Koch, A. B. (2013). Børns perspektiver på trivsel. Aktivitet og underaktivitet i børnehaven. Nordic Early Childhood Education Research (6)12,1-21.
Kristjánsson, K. (2017). Recent work on flourishing as the aim of education: A critical review. British Journal of Educational Studies, 65 (1), 87–107.
Pascal, C. & Bertram, T. (2023). Evidencing practice: re-focusing on children’s flourishing, fulfilment and wellbeing. European Early Childhood Education Research Journal, 31:3, 305-310,
Skovbjerg, H. M. (2013). Play practices and play moods. International Journal of Play. 2. 76-86.
Wolbert, L., de Ruyter, D. & Schinkel, A. (2021). The flourishing child. Journal of Philosophy of Education, 55, 698–709.
Van Manen, M. (1991). Reflectivity and the Pedagogical Moment: The Normativity of Pedagogical Thinking and Acting. Journal of Curriculum Studies, 23, 507-536.