Theory and public documents

Universal design of kindergartens and schools

To ensure that children and students are included in kindergartens, schools, and after-school programs (SFO), everyone must have equal access to buildings and outdoor areas. While some children require additional accommodations, universal design enables inclusion and enhances quality for all. Universal design in kindergartens, schools, and SFO involves various aspects: infrastructure and outdoor spaces, as …

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Guide for the Design of Kindergarten Outdoor Areas

The Ministry of Education, in collaboration with the Garden Society, has developed a guide for designing the outdoor areas of kindergartens in Norwegian. The guide focuses extensively on the qualities and design of outdoor spaces. Increased expansion of kindergartens necessitates high-quality, flexible kindergarten buildings with both indoor and outdoor areas of high standards. The guide …

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Opportunities and limitations of the extended outdoor kindergarten environment

Opportunities and limitations of the extended outdoor kindergarten environment By Ove Bergersen (12.09.2023)   The physical outdoor environment sets some limitations and provides some opportunities for children’s play and exploration. However, how an outdoor environment is used also depends on the imagination of children and kindergarten staff. This text reflects on how kindergartens can establish a pedagogical …

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The kindergarten’s scope of opportunity

The kindergarten’s scope of opportunity By Anne Kristine Solberg Runestad (12.09.2023)   In what for many would have seemed impossible, designer Ketil Dybvig in collaboration with kindergarten teachers Jorunn Bøe and Ragnhild Eielsen Wiig has found opportunities that have left their mark on Byfjordparken kindergarten’s outdoor environment. When you enter the area, however, you are in no …

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Meaning-making in interaction between children and space

Meaning-making in interaction between children and space By Anne Kristine Solberg Runestad (12.09.2023)   The broad terminology we find in both national curricula and recent research provides the possibility of investigating various visual expressions, such as art, space, architecture, etc., as text, i.e. as coherent utterances that can be interpreted (Selander & Skjelbred, 2004, p. 28). In …

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