Changing Areas, Spaces and Places in Kindergartens for More Playing, Learning and Exploration

Abstract

The opportunities for exploration, playing and learning is essential for children in the kindergartens. Urban kindergartens have limited spaces available. This article discusses and analyzes various aspects of the possibility for change and development of the physical environments in the kindergarten. How areas are used and limited in the kindergarten is important for children’s daily life, playing and learning. The findings are derived from data based on the method “Walking Alongside” using Clark`s Mosaic Approach (Clark, 2001, 2010) on outdoor spaces in two kindergartens in the city of Oslo. Our findings show that large areas in the kindergarten are not in use, used for other purposes, or regulated with various rules that minimize the use of the areas. This work is important because better use of the areas in the kindergartens will give the children more opportunities for creative playing and learning and exploration.