Rethinking "ryddetid" as democratic practices in early childhood institutions

Abstract

In Norwegian kindergartens, free play is central in everyday practices. Following the national curriculum, with a holistic view on children and childhood, free play is a crucial part of children’s democratic rights and their right to express themselves, be heard, and participate. But after playing comes tidying up. In Norwegian kindergartens tidying up—“ryddetid”—is a part of everyday routines. The empirical material in this chapter is written narratives from kindergarten teachers thematising “ryddetid.” This chapter plays with post-colonial perspectives, looking at “ryddetid” as both an oppressive and an emancipatory practice. Calling upon Jacques Derrida and Julia Kristeva to tidy up the analyses, this work reconceptualises tidying up as democratic moments in everyday early childhood practices.