‘I don’t think that it’s play. Because we have to play’. Norwegian six-year-old children’s understandings of play when they start in primary school

References

• Ackesjö, H. (2014). Barns övergångar till och från förskoleklass. Gränser, identiteter och (dis-)kontinuiteter [Children’s transitions to and from the preschool-class. Borders, identities and (dis-)continuities] [Doctoral dissertation, Linnæus University]. DiVA. http://lnu.diva-portal.org/smash/record.jsf?pid=diva2%3A738484&dswid=-4815.
   Google Scholar
• Ackesjö, H., Persson, S., & Lago, L. (2022). Utbildning för barn i skolstartålder [Education for children of school starting age]. Gleerups Utbildning AB.
   Google Scholar
• Becher, A. A., Bjørnestad, E., & Hogsnes, H. D. (eds.). (2019). Lek i begynneropplæringen. Lekende tilnærminger til skole og SFO [Play in initial education. Playful approaches to school and school age care]. Universitetsforlaget.
   Google Scholar
• Biesta, G. (2006). Beyond learning. Paradigm Publishers.
   Google Scholar
• Bjørnestad, E., Myrvold, T. M., Dalland, C. P., & Hølland, S. (2022). «Hit eit steg og dit eit steg» - sakte, men sikkert framover? En systematisk kartlegging av premisser for og trekk ved førsteklasse [“Here a step and there a step” - slowly but surely moving forward? A systematic mapping of the premises for and features of first grade] (OsloMet Skriftserie 2022, nr 7. Delrapport 1). OsloMet. https://skriftserien.oslomet.no/index.php/skriftserien/article/view/794.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Broström, S. (2019). Children’s views on their learning in preschool and school. Reflections and influence on practice. In S. Dockett, J. Einarsdottir, & B. Perry (Eds.), Listening to children’s advice about starting school and school Age care (pp. 84–98). Routledge.
   Google Scholar
• Canning, N. (2007). Children’s empowerment in play. European Early Childhood Education Research Journal, 15(2), 227–236. https://doi.org/10.1080/13502930701320966
   Web of Science ®Google Scholar
• Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807–815. https://doi.org/10.1016/j.cptl.2018.03.019
   PubMed Web of Science ®Google Scholar
• Christensen, K. S. (2020). Vanskelige forbindelser. En institutionel etnografi om børns bevægelser fra børnehave til skole [Difficult connections. An institutional ethnography on children’s movements from kindergarten to school] [unpublished doctoral dissertation], Aarhus University. UC Viden. https://www.ucviden.dk/da/publications/vanskelige-forbindelser-en-institutionel-etnografi-om-b%C3%B8rns-bev%C3%A6g.
   Google Scholar
• Cohen, L. E. (2015). Play through a bakhtian lens. In J. E. Johnson, S. G. Eberle, T. S. Henricks, & D. Kuschner (Eds.), The handbook of the study of play (pp. 215–226). The Strong.
   Google Scholar
• Corsaro, W. A. (2003). ‘We're friends, right?' Inside kids’ culture. Joseph Henry Press.
   Google Scholar
• Corsaro, W. A. (2017). The sociology of childhood (5th ed.). Sage Publications.
   Google Scholar
• Corsaro, W. A., & Molinari, L. (2005). I compagni. Understanding children’s transition from preschool to elementary school. Teachers College Press.
   Google Scholar
• Dockett, S., Einarsdottir, J., & Perry, B. (eds.). (2019). Listening to children’s advice about starting school and school age care. Routledge.
   Google Scholar
• Dockett, S., & Perry, B. (2007). Transition to school: Perceptions, expectations and experiences. UNSW Press.
   Google Scholar
• Einarsdottir, J. (2014). Children’s perspectives on play. In E. Brooker, M. Blaise, & S. Edwards (Eds.), The SAGE Handbook of play and learning in early childhood (pp. 319–329). SAGE Publications.
   Google Scholar
• Fangen, K. (2010). Deltakende observasjon [Participatory observation] (2nd ed.). Fagbokforlaget.
   Google Scholar
• Gadamer, H. G. (ed.). (1975). Truth and method. Seabury Press.
   Google Scholar
• Goffman, E. (1961). Asylums. Anchor.
   Google Scholar
• Greve, A. (2009). Vennskap mellom de yngste barna i barnehagen [Friendship between the youngest children in kindergarten]. Nordisk Barnehageforskning, 2(2), 91–98. https://doi.org/10.7577/nbf.348
   Google Scholar
• Haug, P. (2019). Kampen om leiken i første klasse [The battle over play in the first grade]. In A. A. Becher, E. Bjørnestad, & H. D. Hogsnes (Eds.), Lek i begynneropplæringen. Lekende tilnærminger til skole og SFO [Play in initial education. Playful approaches to school and School Age Care] (pp. 27–41). Universitetsforlaget.
   Google Scholar
• Henricks, T. S. (2015). Sociological perspectives on play. In J. E. Johnson, S. G. Eberle, T. S. Henricks, & D. Kuschner (Eds.), The handbook of the study of play (pp. 101–120). The Strong.
   Google Scholar
• Henricks, T. S. (2020). Play studies. A brief history. American Journal of Play, 12(2), 117–155. https://www.museumofplay.org/app/uploads/2022/01/AJP-12-2-Article2-Play-Studies.pdf.
   Web of Science ®Google Scholar
• Hogsnes, H. D. (2016). Kontinuitet og diskontinuitet i overgangen fra barnehage til skolefritidsordning og skole. En multimetodisk studie av pedagogers og SFO-lederes prioriteringer av tiltak og barns erfaringer med kontinuitet og diskontinuitet [Continuity and discontinuity in the transition from kindergarten to school and after-school programs. A multimethod study of educator’s and after-school program leaders’ priorities of measures and children’s experiences with continuity and discontinuity] [Unpublished doctoral dissertation], Buskerud and Vestfold University College). USN Open Archive. https://openarchive.usn.no/usn-xmlui/handle/11250/2383799.
   Google Scholar
• Howard, J., Jenvey, V., & Hill, C. (2006). Children’s categorisation of play and learning based on social context. Early Child Development and Care, 176(3-4), 379–393. https://doi.org/10.1080/03004430500063804
   Google Scholar
• Hølland, S., Bjørnestad, E., Dalland, C. P., & Sundtjønn, T. (2021). Overgangspraksiser, læring og undervisningspraksiser – barnehage og førsteklasse. En arbeidsrapport av litteraturgjennomgang. [Transition practices, learning and teaching practices – kindergarten and school. Work report of a literature review] (OsloMet Skriftserie 2021, nr. 1). OsloMet. https://www.udir.no/contentassets/af616ec30b0446fb833024bcb151164a/sk-21-1-manus-lui-publisert.pdf.
   Google Scholar
• Huizinga, J. (1949). Homo ludens. A study of the play-element in culture. Angelico Press.
   Google Scholar
• Johansson, E. (2003). Att närma sig barns perspektiv. Forskares och pedagogers möten med barns perspektiv [Approaching children’s perspectives. Researchers’ and educators’ meetings with children’s perspectives]. Pedagogisk Forskning i Sverige, 1-2, 42–57.
   Google Scholar
• King, N. R. (1987). Elementary school play: Theory and research. In J. H. Block, & N. R. King (Eds.), School play. A source book (pp. 143–166). Garland Publishing.
   Google Scholar
• Knoblauch, H. (2005). Focused ethnography. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(3), 1–14. https://doi.org/10.17169/fqs-6.3.20
   Google Scholar
• Lillejord, S., Børte, K., Halvorsrud, K., Ruud, E., & Freyr, T. (2015). Tiltak med positiv innvirkning på barns overgang fra barnehage til skole: En systematisk kunnskapsoversikt [Measures with positive impact on children’s transition from kindergarten to school: A systematic overview] (KSU 2/2015). Kunnskapssenter for utdanning. https://www.uis.no/sites/default/files/inline-images/crDsipqXpLLDkozltSaCMrPmiubYkdg315jr8hMLBZgjQr3T4M.pdf.
   Google Scholar
• Lillejord, S., Børte, K., & Nesje, K. (2018). De yngste barna i skolen: Lek og læring, arbeidsmåter og læringsmiljø – En forskningskartlegging [The youngest children in school: Play and learning, working methods and learning environment – A research mapping] (KSU 3/2018). Kunnskapssenter for utdanning. https://www.uis.no/sites/default/files/inline-images/jL0qINPrCQpuoX4yeCEvPlvzOizNSCMRG36TRuzxaBKGCtyEqm.pdf.
   Google Scholar
• Lunde, C., & Brodal, P. (2022). Lek og læring i et nevroperspektiv [Play and learning in a neuro perspective]. Universitetsforlaget.
   Google Scholar
• Ministry of Education and Research. (2017). Overordnet del – verdier og prinsipper for grunnopplæringen [General section of the curriculum for primary education -values and principles]. Fastsatt som Forskrift ved Kongelig Resolusjon. Læreplanverket for Kunnskapsløftet 2020. https://www.regjeringen.no/no/dokumenter/verdier-og-prinsipper-for-grunnopplaringen/id2570003/.
   Google Scholar
• Moir, P., & Brunker, N. (2021). ‘We actually get to go out and play’: looking through children’s views on Out of School Hours Care to children’s experience of school. International Journal of Play, 10(3), 302–315. https://doi.org/10.1080/21594937.2021.1959226
   Google Scholar
• Mouritsen, F. (1996). Legekultur. Essays om børnekultur, leg og fortælling [Play culture. Essays on children's culture, play and storytelling]. Odense Universitetsforlag.
   Google Scholar
• Møller, H. H., Andersen, I. H., Kristensen, K. B., & Rasmussen, C. S. (eds.). (2018). Leg i skolen [Play in school]. Forlaget UP – Unge Pædagoger.
   Google Scholar
• Nicholson, J., Shimpi, P., Kurnik, J., Carducci, C., & Jevgjovikj, M. (2014). Listening to children’s perspectives on play across the lifespan: children’s right to inform adults’ discussions of contemporary play. International Journal of Play, 3(2), 136–156. https://doi.org/10.1080/21594937.2014.937963
   Google Scholar
• Norwegian Directorate for Education and Training. (2021). Rammeplan for SFO. Forskrift om rammeplan for skolefritidsordningen [Framework Plan for SFO]. Udir. https://www.udir.no/utdanningslopet/sfo/rammeplan/.
   Google Scholar
• Olafsdottir, S. M. (2019). Children’s play in peer cultures. Icelandic preschool children’s views on play, rules in play, and the role of educators in their play [Unpublished doctoral dissertation], University of Iceland. Opin vísindi. https://opinvisindi.is/handle/20.500.11815/2529.
   Google Scholar
• Øksnes, M. (2017). Lekende motstand som frihetserfaring [Playful resistance as experience of freedom]. In M. Øksnes, & M. Samuelsson (Eds.), Barndom i barnehagen. Motstand [Childhood in kindergarten. Resistance] (pp. 141–163). Cappelen Damm Akademisk.
   Google Scholar
• Øksnes, M., & Sundsdal, E. (2020). Barns lek i skolen [Children’s play in school]. Fagbokforlaget.
   Google Scholar
• Pálsdóttir, K.Þ. (2019). Connecting school and leisure-time centre: Children as brokers. In S. Dockett, J. Einarsdottir, & B. Perry (Eds.), Listening to children’s advice about starting school and school Age care (pp. 99–115). Routledge.
   Google Scholar
• Pellis, S. M., & Pellis, V. C. (2021). Play. The Oxford Encyclopedia of Psychology. Oxford University Press. https://doi.org/10.1093/acrefore/9780190236557.013.791.
   Google Scholar
• Perry, B. (2014). Social justice dimension of starting school. In B. Perry, S. Dockett, & A. Petriwskyj (Eds.), Transitions to school- international research, policy and practice (pp. 175–186). Springer.
   Google Scholar
• Rasmussen, K., Warming, H., & Kampmann, J. (2017). Indledning [introduction]. In J. Kampmann, K. Rasmussen, & H. Warming (Eds.), Interview med børn [Interview with children] (pp. 7–15). Hans Reitzels Forlag.
   Google Scholar
• Rege, M., Størksen, I., Lunde, S., Carlsen, M., Erfjord, I., Braak, D. T., Hundeland, P. S., Lenes, R., & Breive, S. (2018). Lekbasert læring. Et forskningsbasert førskoleopplegg fra Agderprosjektet [Play-based learning. A research-based preschool program from the Agder project]. Gan Aschehoug.
   Google Scholar
• Saugstad, T. (2017). Leg - et pædagogisk paradoks [Play – a pedagogical paradox]. Dansk Pædagogisk Tidsskrift, 4, 6–15.
   Google Scholar
• Schanke, T. (2019). Preparing for and entering school [Unpublished doctoral dissertation], NTNU, Trondheim. NTNU Open. https://ntnuopen.ntnu.no/ntnu-xmlui/handle/11250/2619671.
   Google Scholar
• Schmidt, C. H., & Slott, M. (2021). Et praksissprog for leg – en undersøgelse af daginstitutionspædagogers forståelser af og sprog for børns leg [A language of practice for play – a research of preschool educators’ understandings of and language for play]. UCL Erhvervsakademi og Professionshøjskole.
   Google Scholar
• Skovbjerg, H. M. (2018). Nu skal i ikke høyere op’ – om leg og pædagogisk praksis i skolen [‘Don’t go any higher now’ - on play and pedagogical practice in school]. In H. H. Møller, I. H. Andersen, K. B. Kristensen, & C. S. Rasmussen (Eds.), Leg i skolen [Play in school] (pp. 10–30). Forlaget UP – Unge Pædagoger.
   Google Scholar
• Smith, P. K. (2004). Social and pretend play in children. In A. D. Pellegrini, & P. K. Smith (Eds.), The nature of play. Great apes and humans (pp. 173–209). The Guilford Press.
   Google Scholar
• Smith, P. K. (2010). Children and play: Understanding children's worlds. Wiley-Blackwell.
   Google Scholar
• Sundsdal, E., & Øksnes, M. (2021). The value of play. The Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1431.
   Google Scholar
• Sutton-Smith, B. (1997). The ambiguity of play. Harvard University Press.
   Google Scholar
• Sutton-Smith, B. (2008). Play theory. A personal journey and new thoughts. American Journal of Play, 1(1), 80–123. https://www.museumofplay.org/app/uploads/2022/01/1-1-article-sutton-smith-play-theory.pdf
   Google Scholar
• Toft, H. (2018). Leg med loven- demokratisk dannelsesleg [Playing with the law – democratic bildung through play]. In H. H. Møller, I. H. Andersen, K. B. Kristensen, & C. S. Rasmussen (Eds.), Leg i skolen [Play in school] (pp. 50–69). Forlaget UP – Unge Pædagoger.
   Google Scholar
• UN Committee for the Convention on the Rights of the Child (CRC). (2005). General Comment No. 7 (2005): Implementing child rights in early childhood, 20 September 2006, CRC/C/GC/7/Rev. 1, https://www.refworld.org/docid/460bc5a62.html.
   Google Scholar