Norwegian ECEC teachers’ play practices with children aged 2-3 years

References

• Bazely, P., and K. Jackson. 2013. Qualitative Data Analysis with NVivo. Los Angeles, CA: Sage.
   Google Scholar
• Brinkman, S., and L. J. Tangaard, eds. 2020. Kvalitative metoder – en grundbog [Qualitative methods – a primer]. København: Hans Reizels Forlag.
   Google Scholar
• Cederborg, A.-C. 2021. “Power Relations in Pre-School Children’s Play.” Early Child Development and Care 191 (4): 612–623. https://doi.org/10.1080/03004430.2019.1637342.
   Web of Science ®Google Scholar
• CRC (UN Committee on the Rights of the Child). 2013. “General Comment No. 17 (2013) on the Right of the Child to Rest, Leisure, Play, Recreational Activities, Cultural Life and the Arts (Art. 31).” https://www.refworld.org/docid/51ef9bcc4.html.
   Google Scholar
• Devi, A., M. Fleer, and L. Li. 2018. “‘We Set Up a Small World’: Preschool Teachers’ Involvement in Children’s Imaginative Play.” International Journal of Early Years Education 26 (3): 295–311. https://doi.org/10.1080/09669760.2018.1452720.
   Web of Science ®Google Scholar
• Elo, S., and H. Kyngäs. 2007. “The Qualitative Content Analysis Process.” Journal of Advanced Nursing 62 (1): 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x.
   Web of Science ®Google Scholar
• Fleer, M. 2015. “Pedagogical Positioning in Play – Teachers Being Inside and Outside of Children’s Imaginary Play.” Early Child Development and Care 185 (11–12): 1801–1814. https://doi.org/10.1080/03004430.2015.1028393.
   Web of Science ®Google Scholar
• Greve, A., E. Bergvik, and K. O. Kristensen. 2023. Sammen i lek [Together in Play]. Bergen: Fagbokforlaget.
   Google Scholar
• Greve, A., and K. O. Kristensen. 2015. “Lek i det muliges rom” [Play in the Space of the Possible]. In Faglighet i barnehagen [Professionalism in the Kindergarten], edited by A. Greve, L. Pedersen, and H. G. Sviggum, 41–63. Bergen: Fagbokforlaget.
   Google Scholar
• Greve, A., and K. O. Kristensen. 2018. “Når det fiktive stedet møter det fysiske rommet – rommets betydning for dramatisk lek” [When the fictional place meets the physical space – the importance of space for dramatic play. In Barn Og Unge. By, Sted Og Sosiomaterialitet [Children and Young People. City, Place and Sociomateriality], edited by S. Seim and O. K. Sæter, 161–176. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Ivrendi, A. 2020. “Early Childhood Teachers’ Role in Free Play.” Early Years 40 (3): 273–286. https://doi.org/10.1080/09575146.2017.1403416.
   Web of Science ®Google Scholar
• Karoff, H. S. 2013. “Play Practices and Play Moods.” International Journal of Play 2 (2): 76–86. https://doi.org/10.1080/21594937.2013.805650.
   Google Scholar
• Kemmis, S., J. Wilkinson, C. Edwards-Groves, I. Hardy, P. Grootenboer, and L. Bristol. 2014. Changing Practices, Changing Education. Singapore: Springer.
   Google Scholar
• Kleppe, R. 2017. “Characteristics of Staff-Child Interaction in 1-3-Year-Olds’ Risky Play in Early Childhood Education and Care.” Early Child Development and Care 188 (10): 1487–1501. https://doi.org/10.1080/03004430.2016.1273909.
   Web of Science ®Google Scholar
• Løkken, G. 2009. “The Construction of ‘Toddler’ in Early Childhood Pedagogy.” Contemporary Issues in Early Childhood 10 (1): 35–42. https://doi.org/10.2304/ciec.2009.10.1.35.
   Google Scholar
• Meacham, S., C. Vukelich, M. Han, and M. Buell. 2013. “Preschool Teachers’ Language Use During Dramatic Play.” European Early Childhood Education Research Journal 21 (2): 250–267. https://doi.org/10.1080/1350293X.2013.789196.
   Web of Science ®Google Scholar
• Nergaard, K. 2022. “‘I Want to Join the Play’: Young Children’s Wants and Needs of Empathy When Experiencing Peer Rejections in ECEC.” Early Years 42 (4–5): 406–419. https://doi.org/10.1080/09575146.2020.1744531.
   Web of Science ®Google Scholar
• Nome, D. Ø. 2017. ““De yngste barna og tingene deres – en ANT-analyse av lek i småbarnsavdelinger” [The Youngest Children and Their Things – an ANT Analysis of Play in Early Childhood]. Tidsskrift for Nordisk Barnehageforskning 14 (6): 1–17. https://doi.org/10.7577/nbf.1800.
   Google Scholar
• Statistics Norway. 2024. “Kindergartens: The Proportion of Children Who Have a Place in Kindergartens in 2023.” Accessed March 4, 2024. https://www.ssb.no/utdanning/barnehager/statistikk/barnehager.
   Google Scholar
• White, E. J., G. Ranger, and M. Peter. 2016. “Two Year-Olds in ECE: A Policy Issue?” Early Childhood Folio 20 (2): 10–15. https://doi.org/10.18296/ecf.0024.
   Google Scholar
• White, E. J., B. Redder, S. Bennett, B. De Manser, C. Geddes, and C. Hjorth. 2018. “Pedagogical Dialogues with 2 Year Olds in ‘Preschool’ Settings: What Do They Look Like?” Early Childhood Folio 22 (2): 14–19. https://doi.org/10.18296/ecf.0054.
   Google Scholar
• Winnicott, D. W. 2005. Playing and Reality. Oxon: Routledge.
   Google Scholar
• Wolf, K. D. 2015. “Oppfordringer til smvå barns lekende samspill i barnehagen. Personalets medvirkning og omgivelsenes muligheter” [Encouragement for young children’s playful interaction in the kindergarten. The staff’s participation and the possibilities of the environment]. Barn – forskning om barn og barndom i Norden 1 (1): 25–39. https://doi.org/10.5324/barn.v33i1.3435.
   Google Scholar