Gravestones, zombies and dead siblings: graveyards as artefacts for children’s existential questions

References

• Åberg, Ann, and Hillevi Lenz Taguchi. 2006. Lyttende pedagogikk: etikk og demokrati i pedagogisk arbeid. Oslo: Universitetsforlaget.
   Google Scholar
• Abrahamsen, Gerd. 2004. Et levende blikk: samspillobservasjon som metode for læring. Oslo: Universitetsforlaget.
   Google Scholar
• Adler, Patricia A., and Peter Adler. 1994. “Observational Techniques.” In Handbook of Qualitative Research, edited by Norman K. Denzin and Yvonna S. Lincoln, 377–392. Thousand Oaks, CA: Sage.
   Google Scholar
• Afdal, Geir. 2013. Religion som bevegelse. Læring, kunnskap og mediering. Oslo: Universitetsforlaget.
   Google Scholar
• Alvesson, Mats, and Kaj Sköldberg. 2008. Tolking och reflektion. Vetenskapsfilosofi och kvalitativ metod. Stockholm: Studentlitteratur.
   Google Scholar
• Alvesson, Mats, and Kaj Sköldberg. 2009. Reflexive Methodology. New Vistas for Qualitative Research. 2nd ed. Los Angeles, CA: Sage.
   Google Scholar
• Alvestad, Marit. 2012. “Førskolelærere om læring i barnehagen – spor av læringskultur.” In Læringskulturer i barnehagen, edited by Torill Vist and Marit Alvestad, 67–89. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Alvestad, Marit, Jan-Erik Johansson, Thomas Moser, and Frode Søbstad. 2009. “Status og utfordringer i norsk barnehageforskning.” Nordic Early Childhood Education Research Journal 2 (1): 39–55.
   Google Scholar
• Amundsen, Hilde Merete. 2013. Barns undring. Bergen: Fagbokforlaget.
   Google Scholar
• Andersen, Peter, Ø., and Jan Kampmann. 2010. “Børns legekultur – tema, teori, metode.” In Feltarbeijde blandt børn. Metodologi og etik i etnografisk børneforskning, edited by Eva Gulløv and Susanne Høilund, 37–51. Carpe. København: Gyldendal.
   Google Scholar
• Bae, Berit. 2004. “Dialoger mellom førskolelærer og barn – en beskrivende og fortolkende studie.” PhD diss, HiO-report 2004, nr. 25. Oslo: Høgskolen i Oslo.
   Google Scholar
• Bae, Berit. 2007. Å se barn som subjekt – noen konsekvenser for pedagogisk arbeid i barnehage [To Understand Children as Subjects – Some Consequences for Pedagoical Work in Kindergarten]. https://www.regjeringen.no/no/tema/familie-og-barn/barnehager/artikler/a-se-barn-som-subjekt—noen-konsekvense/id440489/.
   Google Scholar
• Bae, Berit. 2009. “Children’s Right to Participate – Challenges in Everyday Interactions.” European Early Childhood Education Research Journal 17 (3): 391–406. doi:10.1080/13502930903101594.
   Web of Science ®Google Scholar
• Bakhtin, Mikail Miakilovich. 1986. Speech Genres and Other late Essays. Edited by Carol Emerson and Michael Holquist. Austin: University of Texas Press.
   Google Scholar
• Bennet, John. 2010. “Pedagogy in Early Childhood Services with Special Reference to Nordic Approaches.” Psychological Science and Education 15 (3): 16–21. https://psyjournals.ru/en/psyedu/2010/n3/Bennet.shtml.
   Google Scholar
• Bluebond-Langner, Myra, and Megan Nordquist Schwallie. 2009. “Children’s Experience of Death.” In The Child: An Encyclopedic Companion, edited by Richard A. Schweder, 240–242. Chicago: University of Chicago Press.
   Google Scholar
• Braun, Virginia, and Victoria Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3: 77–101.
   Google Scholar
• Bruner, Jerome Seymour. 1986. Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Bruner, Jerome Seymour. 1990. Acts of Meaning. Cambridge, MA: Harvard University Press.
   Google Scholar
• Cole, Michael. 1996. Cultural Psychology. A Once and Future Dicipine. Cambridge, MA: Harvard University Press.
   Google Scholar
• Creswell, John.W., and Cheryl N. Poth. 2018. Qualitative Inquiry and Research Design. Choosing Among Five Approaches. 4th ed. Los Angeles, CA: Sage.
   Google Scholar
• Dahle, Margunn Serigstad, Hans-Olav Hodøl, Trude Kyrkjebø, and Øyvind Økland. 2021. Småbarn og skjermbruk. Rapport om 4–6-åringers skjermbruk, basert på foreldreundersøkelse. Bergen: NLA-Høgskolen.
   Google Scholar
• Davie, Grace. 2007. “Religion in Europe in the 21st Century: The Factors to Take into Account.” In Religion in late Modernity. Essays in Honor of Pål Repstad, edited by Inger Furset and Paul Leer-Salvesen, 37–53. Trondheim: Tapir Academic Press.
   Google Scholar
• Directorate of Education. Utdanningsdirektoratet, UDIR. 2019. Om barnehagen. https://www.udir.no/tall-og-forskning/statistikk/statistikk-barnehage/om-barnehagen/.
   Google Scholar
• Dyregrov, Atle. 2008. Grief in Children: A Handbook for Adults. 2nd ed. London: Jessica Kingsley Publishers.
   Google Scholar
• Dysthe, Olga. 2012. “Teoretiske perspektiver på dialog og dialogbasert undervisning.” In Dialogbasert undervisning. Kunstmuseet som læringsform, edited by Olga Dysthe, Nana Bernhardt, and Line Esbjørn, 45–79. Bergen: Fagbokforlaget.
   Google Scholar
• Einarsdottir, Johanna. 2013. “Early Childhood Teacher Education in the Nordic Countries.” European Early Childhood Education Research Journal 21 (3): 307–310. doi:10.1080/1350293x.2013.814321.
   Web of Science ®Google Scholar
• Emilson, Anette, and Anne-Mari Folkesson. 2006. “Children’s Participation and Teacher Control.” Early Child Development and Care 176 (3–4): 219–238. doi:10.1080/03004430500039846.
   Google Scholar
• Eriksen, Thomas Hylland. 2009. “From Obsessive Egalitarianism to Pluralist Universalism? A Normative Epilogue.” In Paradoxes of Cultural Recognition. Perspectives from Northern Europe, edited by Sharam Alghasi, Thomas Hylland Eriksen, and Halleh Ghorashi, 295–306. Farnham, Burlington: Ashgate.
   Google Scholar
• Fauske, Ragnhild. 2018. “Det er berre sånt som vi gjer på dyr. Vi gjer det ikkje på menneske” – Interaksjon og forhandling om eksistensielle spørsmål i barnehagen. Nordic Early Childhood Education Research Journal 17 (1): 1–13. doi:10.7577/nbf.2234.
   Google Scholar
• Fauske, Ragnhild. 2019. “Støttande samtalar om eksistensielle spørsmål i barnehagen.” In Religion og etikk i skole og barnehage, edited by Bente Afset, and Arne Redse, 223–268. Oslo: Cappelen Damm Akademisk. Kyrkjefag Profil nr. 33.
   Google Scholar
• Fauske, Ragnhild. 2020. “Rommet for interaksjon om eksistensielle spørsmål i barnehagen” In Rom og sted. Religionsfaglige og interdisiplinære bidrag, edited by Knut-Willy Sæther and Anders Aschim. Kyrkjefagleg Profil nr. 37. Oslo: Capplelen Damm Akademisk.
   Google Scholar
• Fettermann, David, M. 2010. Ethnography: Step by Step. 3rd ed. Applied Social Research Methods Series, Volume 17. Los Angeles, CA: Sage.
   Google Scholar
• Frønes, Ivar. 2018. Den krevende barndommen: om barndom, sosialisering og politikk for barn. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Gjems, Liv. 2009. “Adults as a Context for Social Learning in Kindergarten.” European Early Childhood Education Research Journal 17 (3): 297–307.
   Web of Science ®Google Scholar
• Gjems, Liv. 2011. “Hverdagssamtalen – barnehagens glemte læringsarena.” In Barns læring om språk og gjennom språk. Samtaler i barnehagen, edited by Liv Gjems and Gunvor Løkken, 43–67. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Gjems, Liv, Turid Thorsby Jansen Jansen, and Kristin Rydjord Tholin. 2012. “Fagsamtaler i barnehagen.” Nordic Early Childhood Education Research 5: 1–12.
   Google Scholar
• Gulbrandsen, Lars, and Erik Eliassen. 2013. Kvalitet i barnehager. Rapport fra en undersøkelse av strukturell kvalitet høsten 2012. NOVA-report nr. 1/2013. Oslo: Norsk institutt for forsking om oppvekst. velferd og aldring.
   Google Scholar
• Hasan, Ruqaiya. 2002. “Semiotic Mediation and Mental Development in Pluralistic Societies: Some Implications for Tomorrow’s Schooling.” In Learning for Life in the 21st Century: Socio-Cultural Perspectives on the Future of Education, edited by Gordon Wells and Guy E. Claxton, 112–126. Wiley Online Library.
   Google Scholar
• Heath, Christian, Jon Hindmarsh, and Paul Luff. 2010. Video in Qualitative Research. Analysing Social Interaction in Everyday Life. Los Angeles, CA: Sage.
   Google Scholar
• Hedegaard, Marianne. 2011. “The Development of Children’s Conceptual Relation to the World, with Focus on Concept Formation in Preschool Children Activity.” In The Cambridge Companion to Vygotsky, edited by Harry Daniels, Michael Cole, and James V. Wertsch, 246–275. Cambridge: Cambridge University Press.
   Google Scholar
• Hennig, Kelly, and Anna Kirova. 2012. “The Role of Cultural Artefacts in Play as Tools to Mediate Learning in an Intercultural Preeschool Programme.” Contemporary Issues in Early Childhood 13 (3): 226–241. doi:10.2304/ciec.2012.13.2.226.
   Google Scholar
• Hilppö, Jaakko, Lasse Lipponen, Kristiina Kumpulainen, and Antti Rajala. 2017. “Visual Tools as Mediational Means: A Methodological Investigation.” Journal of Early Childhood Research 15 (4): 359–373. doi:10.1177/1476718X15617795.
   Web of Science ®Google Scholar
• Høeg, Ida Marie. 2009. “Velkommen til oss”. Ritualisering av livets begynnelse. PhD diss., Historisk -filsofisk fakultet, Universitetet i Bergen, Bergen.
   Google Scholar
• Hundeide, Karsten. 2003. Barns livsverden: Sosiokulturelle rammer for barns utvikling. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Inglehart, Ronald, and WeltzelChristian Welzel. 2020. https://www.worldvaluessurvey.org/WVSContents.jsp?CMSID=findings&CMSID=findings.
   Google Scholar
• Jacobsen, Dag Ingvar. 2015. Hvordan gjennomføre undersøkelser? Innføring i samfunnsvitenskapelig metode. 3rd ed. Oslo: Cappelen Damm akademisk.
   Google Scholar
• James, Allison, Chris Jenks, and Alan Prout. 1998. Theorizing Childhood. Cambridge: Polity Press.
   Google Scholar
• Johannessen, Asbjørn, Per Arne Tufte, and Line Christoffersen. 2016. Introduksjon til samfunnsvitenskapelig metode. 5th ed. Oslo: Abstrakt forlag.
   Google Scholar
• Johansson, Eva. 2003. “Att närma sig barns perspektiv. Forskares och pedagogers möte med barns perspektiv.” Pedagogisk forskning i Sverige 8 (1–2): 42–57.
   Google Scholar
• Johansson, Eva. 2004. “Learning Encounters in Preschool: Interaction between Atmosphere, View of Child and Learning.” International Journal of Early Childhood 36: 9–26.
   Google Scholar
• Kjørholt, Anne Trine, and Nina Winger. 2013. “Barndom og rettigheter under lupen.” In Ytringer. Om likeverd, demokrati og relasjonsbygging i barnehagen, edited by Anne Greve, Sissel Mørreaunet, and Nina Winger, 75–103. Bergen: Fagbokforlaget.
   Google Scholar
• Knoblauch, Hurbert, and Bernt Schnettler. 2012. “Videography: Analysing Video Data as ‘Focused’ Ethnographic and Hermeneutical Exercise.” Qualitative Research 12 (3): 334–356. Qrj.sagepub.com. doi:10.1177/1468794111436147.
   Web of Science ®Google Scholar
• Korsvold, Tora. 2008. Barn og barndom i velferdsstatens småbarnspolitikk: en sammenlignende studie av Norge, Sverige og Tyskland 1945–2000. Oslo: Universitetsforlaget.
   Google Scholar
• Kvello, Øyvind. 2008. “En globalisert norsk barndom.” In Oppvekst: om barns og unges utvikling og oppvekstmiljø, edited by Øyvind Kvello, 21–42. Oslo: Gyldendal Akademisk.
   Google Scholar
• Lave, Jean, and Etienne Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
   Google Scholar
• Letnes, Mari-Ann, Svein Sando, and Barbro Hardersen. 2016. Småbarn og digitale medier 2016. En kvalitativ undersøkese om norske 0-8åringers bruk av digital (online). Medietilsynet. https://www.medietilsynet.no/globalassets/dokumenter/rapporter/ensidig_smabarn-og-digitale-medier-2016.pdf.
   Google Scholar
• Löfdahl, Annica. 2004. “Lek om liv och död.” Barn nr 3: 33–44. Norsk senter for barneforskning.
   Google Scholar
• Löfdahl, Annica. 2005. “’The Funeral’: A Study of Children’s Shared Meaning-Making and its Developmental Significance.” Early Years 25: 5–16. doi:10.1080/09575140500042775.
   Google Scholar
• Løkken, Gunvor. 2011. “Epilog.” In Barns læring om språk og gjennom språk. Samtaler i barnehagen, edited by Liv Gjems and Gunvor Løkken, 215–232. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Magnusson, Maria, and Niklas Pramling. 2016. “Sign Making, Coordination of Perspectives, and Conceptual Development.” European Early Childhood Education Research Journal 24 (6): 841–856.
   Web of Science ®Google Scholar
• Marshall, Catherine, and Gretchen B. Rossman. 2016. Designing Qualitative Research. 6th ed. Los Angeles, CA: Sage.
   Google Scholar
• Miller, Peggy J., Karl S. Rosengren, and T. Gutiérrez Isabel. 2014. “Introduction.” In Children’s Understanding of Death: Toward a Contextualized and Integrated Account. Monographs of the Society for Research, edited by Patricia J. Bauer. Boston: Wiley. In Child Development, serial nr. 312, 79 (1):1–18.
   Google Scholar
• Ministry of Education and Research (MoER). 2017. Framework Plan for Kindergartens, Contents and Tasks. Oslo, Norway. https://www.udir.no/in-english/framework-plan-for-kindergartens/.
   Google Scholar
• Ministry of Education and Research (MoER). 2018. Barnehagelærerrollen i et profesjonsperspektiv – et kunnskapsgrunnlag. Oslo, Norway. https://www.regjeringen.no/contentassets/f78959abbdc54b0497a8716ab2cbbb63/barnehagelarerrollen-i-et-profesjonsperspektiv.pdf.
   Google Scholar
• National Committee for Research Ethics in the Social Sciences and the Humanities. NESH. 2016. Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. 4th ed. https://www.forskningsetikk.no/retningslinjer/hum-sam/forskningsetiske-retningslinjer-for-samfunnsvitenskap-humaniora-juss-og-teologi/.
   Google Scholar
• Nordtømme, Solveig. 2006. “Place, Space and Materiality for Pedagogy in a Kindergarten.” Education Inquiry 3 (3): 317–333. doi:10.3402/edui.v3i3.22037.
   Google Scholar
• Nyjordet, Bjørg Marit. 2018. “Barns mediehverdag. Introduksjonskapittel.” In Barns mediehverdag, edited by Bjørg Marit Nyjordet, 11–23. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Ødegaard, Elin E. 2012. Barnehagen som danningsarena. Bergen: Fagbokforlaget.
   Google Scholar
• Østrem, Solveig, Harald Bjar, Hilde Dehnæs Hogsnes, Turid Thorsby Jansen, Solveig Nordtømme, and Kristin Rydjord Tholin. 2009. Alle teller mer: en evaluering av hvordan Rammeplan for barnehagens innhold og oppgaver blir innført, brukt og erfart. Tønsberg: Høgskolen i Vestfold. Vol. 1/2009.
   Google Scholar
• Postholm, May Britt. 2010. Kvalitativ metode. En innføring med fokus på fenomenologi, etnografi og kasusstudier. 2nd ed. Oslo: Universitetsforlaget.
   Google Scholar
• Pramling, Ingrid, and Eva Johansson. 1995. “Existential Questions in Early Childhood Programs in Sweden: Teachers’ Conceptions and Children’s Experience.” Child and Youth Care Forum 24 (2): 125–146.
   Google Scholar
• Rogoff, Barbara. 2003. The Cultural Nature of Human Development. Oxford: Oxford University Press.
   Google Scholar
• Rogoff, Barbara, Ruth Paradise, Rebeca Mejia Arauz, Maricela Correa-Chávez, and Cathy Angelillo. 2003. “Firsthand Learning Through Intent Participation.” Annual Review of Psychology 54: 175–203. doi:10.1146/annurev.psych.54.101601.145118.
   PubMed Web of Science ®Google Scholar
• Roth, Ann.-Christine Vallberg. 2014. “Nordic Comparative Analysis of Guidelines for Quality and Content in Early Childhood Education.” Nordic Early Childhood Education Research Journal 8 (1): 1–35. doi:10.7577/nbf.693.
   Google Scholar
• Rudestam, Kjell Erik, and Rae R. Newton. 2015. Surviving Your Dissertation. A Comprehensive Guide to Content and Process. 4th ed. Los Angeles, CA: Sage.
   Google Scholar
• Säljö, Roger. 2006. Læring og kulturelle redskaper: om læreprosesser og den kollektive hukommelsen. Oslo: Cappelen akademisk forlag.
   Google Scholar
• Schmidt, Ulla. 2010. “Religion i dagens Norge: sekularisert? privatisert? pluralisert?” In Religion i dagens Norge. Mellom sekularisering og sakralisering, edited by Pål Ketil Botvar, and Ulla Schmidt, 96–204. Oslo: Universitetsforlaget.
   Google Scholar
• Sellerberg, Ann-Mari, and Katrine Fangen. 2011. Mange ulike metoder. Oslo: Gyldendal akademisk.
   Google Scholar
• Silverman, David. 2017. Doing Qualitative Research. 5th ed. Los Angeles, CA: Sage.
   Google Scholar
• Sommer, Dion. 2012. Barn i senmoderniteten: barndomspsykologiske perspektiver. Bergen: Fagbokforlaget.
   Google Scholar
• Sommer, Dion, Ingrid Pramling Samuelsson, and Karsten Hundeide. 2010. Child Perspectives and Children’s Perspectives in Theory and Practice. Dodrecht: Springer.
   Google Scholar
• Sommer, Dion, Ingrid Pramling Samuelsson, and Karsten Hundeide. 2013. “Early Childhood Care and Education: A Child Perspective Paradigm.” European Early Childhood Education Research Journal 21 (4): 459–475. doi:10.1080/1350293X.2013.845436.
   Web of Science ®Google Scholar
• Statistics Norway. Statistisk sentralbyrå, SSB. 2021. Barnehager. https://www.ssb.no/barnehager.
   Google Scholar
• Testoni, Ines, Claudia Cordioli, Elisa Nodari, Eva Zsak, Gaia Luisa Marinoni, Daniele Venturini, and Andrea Maccarini. 2019. “Language re-Discovered: A Death Education Intervention in the net Between Kindergarten, Family and Territory.” Italian Journal of Sociology of Education 11 (1): 331–346. doi:10.14658/pupj-ijse-2019-1-16.
   Google Scholar
• Thagaard, Tove. 2011. Systematikk og innlevelse. En innføring i kvalitativ metode. Bergen: Fagbokforlaget.
   Google Scholar
• Thoresen, Ingeborg Tveter. 2017. Foreldresamarbeid i barnehagen. Til barnets beste. Oslo: Cappelen Damm Akademisk.
   Google Scholar
• Tracy, Sarah J. 2010. “Qualitative Quality: Eight ‘Big-Tent’ Criteria for Excellent Qualitative Research.” Qualitative Inquiry 16 (10): 837–851. doi:10.1177/1077800410383121.
   Web of Science ®Google Scholar
• Vygotsky, Lev Semenovich. 1978. Mind in Society: The Development of Higher Psychological Processes, edited by Michael Cole, Vera John-Steiner, Sylvia Scribner, and Ellen Souberman. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wartofsky, Marx. W. 1979. Models: Representation and the Scientific Understanding. Dordrecht: D. Reidel.
   Google Scholar
• Wells, Gordon. 2000. “Dialogic Inquiry in Education: Building on the Legacy of Vygotsky.” In Vygotskian Perspectives on Literacy Research. Constructing Meaning Through Collaborative Inquiry, edited by Carol D. Lee and Peter Smagorinsky, 51–85. Cambridge: Cambridge University Press.
   Google Scholar
• Wertsch, James V. 1993. Voices of the Mind: Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.
   Google Scholar
• Wertsch, James V. 1998. Mind as Action. New York: Oxford University Press.
   Google Scholar
• Wertsch, James.V. 2002. Voices of Collective Remembering. Cambridge: Cambridge University Press.
   Google Scholar
• Wyller, Torill. 1994. “Livet, døden og barna.” In Døden på norsk, edited by O. Aagedal, 167–177. Oslo: Ad Notam Gyldendal.
   Google Scholar
• Zanetti, Luca. 2020. “Why am I Here? The Challenges of Exploring Children’s Existential Questions in the Community of Inquiry.” Childhood & Philosophy 16: 1–26. doi:10.12957/childphilo.2020.47050.
   Google Scholar