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How can an intermission at a farm be understood as an alternative learning environment for a student with motivational impairment at school?
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This study evaluates the farm as an alternative learning environment for a student with motivational impairment at school. The alternative learning environment is according to Nordahl (2019, s. 129) segregated educational provisions where the student is separated from the classes fellowship one or more days per week. However, according to Jahnsen, Nergaard, Rafaelsen and Tveit (2009, s. 111) a change between a conscious use of alternative teaching arenas, and increased adaptation and variation in an ordinary school, has considerable potential. Nevertheless, they emphasize that if the actions should contribute to learning and improved motivation with the students, and not as isolated learning environments, the pedagogical practice that exists in the measures must a higher degree be a model and inspiration for changes in the school.
The purpose of this master thesis is to seek an insight into how one can understand a farm as an alternative learning arena for a student with motivational impairment in primary school. The following thesis question will be examined: How can an intermission at a farm be understood as an alternative learning environment for a student with motivational impairment at school?
This topic is explored through a qualitative approach with a case-design. I have interviewed five informants: a student, the student’s mother, the student’s bilingual teacher, the student’s primary teacher, and the project manager at the farm. The findings were further transcribed and analyzed through a combination of theme and context analysis, and discussions of the main findings. The findings of this study suggest that the farm has contributed to fulfilment of the needs for belonging, self-esteem, and self-actualization in Maslows Hierarchy of Needs. The qualitative data indicate that the stay at the farm can be understood through the student’s struggles at school. It can relate to both to having a multilingual background, a lack of relationships, a personality that does not fit into the norm of the class, negative experiences with grades, and a lack of autonomy of the academic content at school. There are no clear findings that indicate an increase in the student’s motivation after attending the farm, however, they can provide an insight into how the farm to a higher degree can contribute to increase the student’s motivation according to Maslows Hierarchy of Needs at school in the future. There are possibilities such as building relationships between students if other students can contribute to enhance the student’s self-esteem from the stay at the farm and increase academic relevance between the tasks at the farm and the school.Sammendrag.:
Denne studien, retter blikket mot Gården som en alternativ opplæringsarena for en elev med motivasjonssvikt i grunnskolen. Alternative opplæringsarenaer er ifølge Nordahl (2019, s. 129) segregerte opplæringstilbud der elevene en eller flere dager i uken er utenfor klassefellesskapet. Men, ifølge Jahnsen, Nergaard, Rafaelsen og Tveit (2009, s. 111) kan en vekselvirkning mellom en bevisst bruk av alternative opplæringsarenaer og økt tilpasning og variasjon i den ordinære skolen, ha et stort potensial. De understreker imidlertid at dersom tiltakene skal bidra til læring og økt motivasjon hos elevene, og ikke som «isolerte øyer», må mye av den gode pedagogiske praksis som finnes i tiltakene i større grad være en modell og inspirasjon for endringer i den vanlige skolen.
Formålet med min studie er å søke en forståelse for hvordan man kan forstå en gård som en alternativ opplæringsarena for en elev med motivasjonssvikt i grunnskolen. Problemstillinga er: Hvordan kan oppholdet på Gården forstås som en alternativ opplæringsarena for en elev med motivasjonssvikt i grunnskolen?
For å finne svar på problemstillinga, har studien en kvalitativ tilnærming med et case-design. Jeg har til sammen intervjuet fem informanter: en elev, elevens mor, elevens tospråklige lærer, elevens kontaktlærer og prosjektansvarlig for den aktuelle gården. Funnene ble videre transkribert og analysert med utgangspunkt i en kombinasjon av en temaanalyse og kontekstanalyse og som ble drøftet. Funnene i studien kan tyde på at Gården har bidratt til tilfredsstillelse av behovene for tilhørighet, mestring og selvaktualisering i Maslows behovspyramide. Her er begrepet «stolt» et viktig funn. Videre viser funnene at oppholdet på Gården kan forstås ut ifra elevens utfordringer på skolen. Det kan knyttes til det å ha en flerspråklig bakgrunn, manglende relasjoner, en personlighet som ikke passer inn i normalen i klassen, negative erfaringer med karakterer og manglende autonomi over det faglige som skjer på skolen. Det dreier seg om at det faglige innholdet på skolen ikke er i tråd med elevens interesse og erfaringer fra Gården. Det er ingen klare funn på at elevens motivasjon har økt etter at han begynte å være på Gården, men funnene kan gi en forståelse av hvordan Gården i fremtiden i større grad kan bidra til å øke elevens motivasjon i tråd med Maslows behovsteori på skolen. Dette er muligheter som relasjonsbygging, selvtillit og økt sammenheng mellom Gården og fagene på skolen
Gården som en alternativ opplæringsarena. En «single casestudy» om å forstå Gården som en alternativ opplæringsarena for en flerspråklig elev med motivasjonssikt i skolen
No full textAbstract
This study evaluates the farm as an alternative learning environment for a student with motivational impairment at school. The alternative learning environment is according to Nordahl (2019, s. 129) segregated educational provisions where the student is separated from the classes fellowship one or more days per week. However, according to Jahnsen, Nergaard, Rafaelsen and Tveit (2009, s. 111) a change between a conscious use of alternative teaching arenas, and increased adaptation and variation in an ordinary school, has considerable potential. Nevertheless, they emphasize that if the actions should contribute to learning and improved motivation with the students, and not as isolated learning environments, the pedagogical practice that exists in the measures must a higher degree be a model and inspiration for changes in the school.
The purpose of this master thesis is to seek an insight into how one can understand a farm as an alternative learning arena for a student with motivational impairment in primary school. The following thesis question will be examined: How can an intermission at a farm be understood as an alternative learning environment for a student with motivational impairment at school?
This topic is explored through a qualitative approach with a case-design. I have interviewed five informants: a student, the student’s mother, the student’s bilingual teacher, the student’s primary teacher, and the project manager at the farm. The findings were further transcribed and analyzed through a combination of theme and context analysis, and discussions of the main findings. The findings of this study suggest that the farm has contributed to fulfilment of the needs for belonging, self-esteem, and self-actualization in Maslows Hierarchy of Needs. The qualitative data indicate that the stay at the farm can be understood through the student’s struggles at school. It can relate to both to having a multilingual background, a lack of relationships, a personality that does not fit into the norm of the class, negative experiences with grades, and a lack of autonomy of the academic content at school. There are no clear findings that indicate an increase in the student’s motivation after attending the farm, however, they can provide an insight into how the farm to a higher degree can contribute to increase the student’s motivation according to Maslows Hierarchy of Needs at school in the future. There are possibilities such as building relationships between students if other students can contribute to enhance the student’s self-esteem from the stay at the farm and increase academic relevance between the tasks at the farm and the school
"Det er jo ungen som står i midten" -"Lala", 9 år : nokre krysskulturelle born si retrospektive oppleving av samanhengen mellom heim og barnehage
No full textDenne oppgåva vart til på bakgrunn av mi aukande interesse for krysskulturelle born sin kvardag i norske barnehagar. Fyrst og fremst ynskte eg å få innblikk i borna si eiga oppleving av samanhengen mellom heim og barnehage. Har det betydning for dei krysskulturelle borna om det fins ein samanheng eller ikkje?
Rammeverket for barnehagane i Norge oppfordrar til eit sterkt fokus på det kulturelle mangfaldet (Kunnskapsdepartementet, 2006, 2008, 2011, 2013). Den fleirkulturelle barnehagen er eit mål. Som Marit Gjervan skriv i hefte om Språklig og kulturelt mangfald i barnahegen: ”Å belyse ulikheter og det som er felles kan gi grunnlag for forståing og innsikt” (2006, s.8). Det interessante i undersøkinga var å finne ut av korleis denne innsikta fungerer i praksis og korleis det krysskulturelle barnet sjølv opplever samarbeidet mellom heimen og barnehagen i løpet av barnehagealderen. Men også korleis barnet opplever totalsituasjonen sin i eit mangfaldsperspektiv. Difor fall valet på samtaleintervju med 7 krysskulturelle born frå 4 ulike land. Alle, bortsett frå ein, er fødde utanfor Norge og flytta til landet i 3-4 års alder. Dei er no busette i 2 ulike kommunar her i landet,- ei landkommune og ei bykommune. Eg har valt å samtale med born som har lagt barnehagealderen bak seg med 2-3 år. Slik blir det eit retrospektivt perspektiv med dei aspekt av justeringar som kan ligge i det. Borna dreg fram mange konkrete hendingar frå barnehagetida som sit godt lagra i minne. Funn frå undersøkinga viser born med gode tilpassingsevne og eit høgt refleksjonsnivå. Samtidig finn eg såre brest hos nokre av borna når det gjeld tilhøyrigheit. Eg vil nemne fire tema som dei legg stor vekt på i samtalene; tilhøyrigheit, forståelse, god informasjon og at foreldra treng gode sosiale relasjonar med personale og andre foreldre. Men det temaet som kjem klårast fram av alle er betydninga av venskapsbygging. I alle desse samanhengane snakkar borna om verdien av kontakta mellom dei to arenaane dei ferdast mest. Det som kjem tydeleg fram i samtalene er borna sine evne til sjølve å bygge relasjonar, også mellom heim og barnehage. I undersøkinga gjev dei mange gode råd til barnehagefeltet om kva som er viktig å satse på for å bygge samanhengar i krysskulturelle barn sine liv.
Metoden som har vore brukt i undersøkinga, semistruktureret samtaleintervju, var godt eigna til temaet undersøkinga var bygd på. Borna sine opplevingar har kome godt fram i materialet og så får eg håpe både for borna si skuld og for lesaren si skuld, for notid og ettertid, at tolkinga mi av deira historier er respektfullt framstilt
"Det er jo ungen som står i midten" -"Lala", 9 år : nokre krysskulturelle born si retrospektive oppleving av samanhengen mellom heim og barnehage
No full textMaster i barnehagepedagogikkDenne oppgåva vart til på bakgrunn av mi aukande interesse for krysskulturelle born sin kvardag i norske barnehagar. Fyrst og fremst ynskte eg å få innblikk i borna si eiga oppleving av samanhengen mellom heim og barnehage. Har det betydning for dei krysskulturelle borna om det fins ein samanheng eller ikkje?
Rammeverket for barnehagane i Norge oppfordrar til eit sterkt fokus på det kulturelle mangfaldet (Kunnskapsdepartementet, 2006, 2008, 2011, 2013). Den fleirkulturelle barnehagen er eit mål. Som Marit Gjervan skriv i hefte om Språklig og kulturelt mangfald i barnahegen: ”Å belyse ulikheter og det som er felles kan gi grunnlag for forståing og innsikt” (2006, s.8). Det interessante i undersøkinga var å finne ut av korleis denne innsikta fungerer i praksis og korleis det krysskulturelle barnet sjølv opplever samarbeidet mellom heimen og barnehagen i løpet av barnehagealderen. Men også korleis barnet opplever totalsituasjonen sin i eit mangfaldsperspektiv. Difor fall valet på samtaleintervju med 7 krysskulturelle born frå 4 ulike land. Alle, bortsett frå ein, er fødde utanfor Norge og flytta til landet i 3-4 års alder. Dei er no busette i 2 ulike kommunar her i landet,- ei landkommune og ei bykommune. Eg har valt å samtale med born som har lagt barnehagealderen bak seg med 2-3 år. Slik blir det eit retrospektivt perspektiv med dei aspekt av justeringar som kan ligge i det. Borna dreg fram mange konkrete hendingar frå barnehagetida som sit godt lagra i minne. Funn frå undersøkinga viser born med gode tilpassingsevne og eit høgt refleksjonsnivå. Samtidig finn eg såre brest hos nokre av borna når det gjeld tilhøyrigheit. Eg vil nemne fire tema som dei legg stor vekt på i samtalene; tilhøyrigheit, forståelse, god informasjon og at foreldra treng gode sosiale relasjonar med personale og andre foreldre. Men det temaet som kjem klårast fram av alle er betydninga av venskapsbygging. I alle desse samanhengane snakkar borna om verdien av kontakta mellom dei to arenaane dei ferdast mest. Det som kjem tydeleg fram i samtalene er borna sine evne til sjølve å bygge relasjonar, også mellom heim og barnehage. I undersøkinga gjev dei mange gode råd til barnehagefeltet om kva som er viktig å satse på for å bygge samanhengar i krysskulturelle barn sine liv.
Metoden som har vore brukt i undersøkinga, semistruktureret samtaleintervju, var godt eigna til temaet undersøkinga var bygd på. Borna sine opplevingar har kome godt fram i materialet og så får eg håpe både for borna si skuld og for lesaren si skuld, for notid og ettertid, at tolkinga mi av deira historier er respektfullt framstilt.This thesis is based on my increasing interest in cross-cultural kid's daily life in Norwegian kindergartens. My main objective was to gain insight into children's own experiences of their relationship between home and kindergarten. Is it significant for cross-cultural kids whether this relationship exists? The framework for kindergarten in Norway encourages a sharp focus on cultural diversity (Kunnskapsdepartementet, 2006, 2008, 2011, 2013): the goal is a multicultural kindergarten. As Marit Gjervan stated in Språklig og kulturelt mangfald i barnahegen:"To shine light on differences and commonalities can give a foundation for understanding and insight"(own translation) (2006, s.8).
This study aims to find out how this insight works in practise, and how cross-cultural kids experience the relationship between home and kindergarten during their kindergarten years. The study also aims to discover how the children experienced their overall situation from a culturally diverse perspective. Thus, the study is based on semi-structured interviews with seven children from four countries. All, with the exception of one, was born outside Norway and immigrated to Norway at the age of three or four years. The children are now residing in two different municipalities in Norway – one rural municipality and one urban municipality. I have chosen to interview children who completed kindergarten two to three years ago. The children have thus given a retrospective view, albeit with the changes which come with experiences in retrospect.
The children spoke of concrete events from their years in kindergarten, which were permanently engraved in the children's memories. Findings from this study reveal that these children have strong adaptation skills and a high level of reflectivity. At the same time some children reveal a level of soreness regarding their sense of belonging. I identify four themes which the children have highlighted in their interviews with me: belonging, understanding, high quality information, and that their parents require strong social relations with both staff and other parents. However another theme, which has been most clearly expressed in these interviews, is the importance of building friendship. In all these situations, the children speak of the value and importance of the contact between the two environments they lived in: home and kindergarten. What stands out in this study is the children's ability to build relationships, also between home and kindergarten. The children come with good advice to the kindergarten system about what is important to focus on when building relationships in cross-cultural kid's lives.
The method which I have used in this study, semi-structured interviews, has worked well for the themes investigated. The children have been able to clearly express themselves in the interview material, and I hope, for both the children's and the readers' sake, now and in the future, that my interpretations of their stories have been respectfully presented
Kva styrer og kva styrker samspelet mellom barnehagepersonalet og foreldra? Ein studie om kommunikasjon mellom personale i barnehagen og fleirkulturelle foreldre med migrasjonsbakgrunn
No full textThe purpose of this article is to present and discuss some of the challenges in communication and interaction between a kindergarten staff and a parent group of migrant background. Based on an interview study conducted in a kindergarten, the article works to provides insight into and understanding of the kindergarten staff’s experiences and reflections from their efforts to improve communication and interaction practices in daily contact with parents of migrant background. The staff completed a kindergarten-based project of the initiative of the principal, in which all employees implemented specific communication and interaction measures. Then, in-depth interviews were conducted with all staff, as well as two focus group interviews with the same group of informants. The study is based on a dynamic concept of culture and highlights the challenges of asymmetric communication and the possibilities of communicating and interacting based on a resource perspective. The findings show that a movement has taken place towards dialogue-based reciprocity in the staff`s attitudes towards communication and interaction with these parents. The article argues that connection between a trying-out of concrete, professionally grounded practice and pedagogical reflection constitutes the necessary basis for a shift from a problem orientation to a resource orientation in communication and interaction. One outcome of this resource perspective was that the kindergarten staff recognized the parent`s experiences and perceptions as valuable for achieving the parental involvement required by kindergarten`s social mandate
Kva styrer og kva styrker samspelet mellom barnehagepersonalet og foreldra? Ein studie om kommunikasjon mellom personale i barnehagen og fleirkulturelle foreldre med migrasjonsbakgrunn
No full textThe purpose of this article is to present and discuss some of the challenges in communication and interaction between a kindergarten staff and a parent group of migrant background. Based on an interview study conducted in a kindergarten, the article works to provides insight into and understanding of the kindergarten staff’s experiences and reflections from their efforts to improve communication and interaction practices in daily contact with parents of migrant background. The staff completed a kindergarten-based project of the initiative of the principal, in which all employees implemented specific communication and interaction measures. Then, in-depth interviews were conducted with all staff, as well as two focus group interviews with the same group of informants. The study is based on a dynamic concept of culture and highlights the challenges of asymmetric communication and the possibilities of communicating and interacting based on a resource perspective. The findings show that a movement has taken place towards dialogue-based reciprocity in the staff`s attitudes towards communication and interaction with these parents. The article argues that connection between a trying-out of concrete, professionally grounded practice and pedagogical reflection constitutes the necessary basis for a shift from a problem orientation to a resource orientation in communication and interaction. One outcome of this resource perspective was that the kindergarten staff recognized the parent`s experiences and perceptions as valuable for achieving the parental involvement required by kindergarten`s social mandate
"Det er veldig forskjellig fra hjemlandet mitt": Migrantforeldres erfaringer med kommunikasjon og samhandling med barnehagepersonalet
No full textThis article presents an interview study with seven parents with migration backgrounds who have children in Early Childhood Education and Care institutions (ECEC). It highlights the parents’ experiences related to their interaction with ECECs during their first year as ECEC parents. The aim of the study is to explore how parents with migration backgrounds experience communication and interaction with ECEC staff.
The authors have executed a qualitative analysis of the research data. The analysis indicates that the parents’ experiences from their country of origin do not align well with expectations in the new home country. On the other hand, the analysis indicates that the interaction between ECEC parents and staff will improve when the understanding of the new society increases. The article highlights the difference between parents with some knowledge about Norwegian ECEC institutions before enrollment and those with limited insight. However, all of the parents enter the cooperation with ECEC institutions with little or no expectations to influence the current Norwegian system, but with a will to adapt to it. The willingness to adapt might make the parents less likely to engage with the ECEC staff. This attitude is based upon insufficient trust in the ECEC institutions and in Norwegian society in general. The lack of trust creates worries about the consequences of not successfully adapting to the Norwegian ECEC system and more specifically about Norwegian authorities’ decisions regarding deportations and family reunifications. The article points out that support from ECEC staff and other ECEC parents might reduce this anxiety and further develop the interaction.
The main conclusion of this article is that an extra effort is necessary to include parents with migration backgrounds to make sure they have enough knowledge about the Norwegian ECEC institutions to be confident about their child’s well-being and aware of their own role as an important, participating part. To ensure that this effort becomes part of the routines in ECECs this knowledge base’s implications on both the ECEC teacher education and the professional field is of importance
"Det er veldig forskjellig fra hjemlandet mitt": Migrantforeldres erfaringer med kommunikasjon og samhandling med barnehagepersonalet
Get PDFThis article presents an interview study with seven parents with migration backgrounds who have children in Early Childhood Education and Care institutions (ECEC). It highlights the parents’ experiences related to their interaction with ECECs during their first year as ECEC parents. The aim of the study is to explore how parents with migration backgrounds experience communication and interaction with ECEC staff.
The authors have executed a qualitative analysis of the research data. The analysis indicates that the parents’ experiences from their country of origin do not align well with expectations in the new home country. On the other hand, the analysis indicates that the interaction between ECEC parents and staff will improve when the understanding of the new society increases. The article highlights the difference between parents with some knowledge about Norwegian ECEC institutions before enrollment and those with limited insight. However, all of the parents enter the cooperation with ECEC institutions with little or no expectations to influence the current Norwegian system, but with a will to adapt to it. The willingness to adapt might make the parents less likely to engage with the ECEC staff. This attitude is based upon insufficient trust in the ECEC institutions and in Norwegian society in general. The lack of trust creates worries about the consequences of not successfully adapting to the Norwegian ECEC system and more specifically about Norwegian authorities’ decisions regarding deportations and family reunifications. The article points out that support from ECEC staff and other ECEC parents might reduce this anxiety and further develop the interaction.
The main conclusion of this article is that an extra effort is necessary to include parents with migration backgrounds to make sure they have enough knowledge about the Norwegian ECEC institutions to be confident about their child’s well-being and aware of their own role as an important, participating part. To ensure that this effort becomes part of the routines in ECECs this knowledge base’s implications on both the ECEC teacher education and the professional field is of importance
"Det er veldig forskjellig fra hjemlandet mitt". Migrantforeldres erfaringer med kommunikasjon og samhandling med barnehagepersonalet
Get PDFThis article presents an interview study with seven parents with migration backgrounds who have children in Early Childhood Education and Care institutions (ECEC). It highlights the parents’ experiences related to their interaction with ECECs during their first year as ECEC parents. The aim of the study is to explore how parents with migration backgrounds experience communication and interaction with ECEC staff. The authors have executed a qualitative analysis of the research data. The analysis indicates that the parents’ experiences from their country of origin do not align well with expectations in the new home country. On the other hand, the analysis indicates that the interaction between ECEC parents and staff will improve when the understanding of the new society increases. The article highlights the difference between parents with some knowledge about Norwegian ECEC institutions before enrollment and those with limited insight. However, all of the parents enter the cooperation with ECEC institutions with little or no expectations to influence the current Norwegian system, but with a will to adapt to it. The willingness to adapt might make the parents less likely to engage with the ECEC staff. This attitude is based upon insufficient trust in the ECEC institutions and in Norwegian society in general. The lack of trust creates worries about the consequences of not successfully adapting to the Norwegian ECEC system and more specifically about Norwegian authorities’ decisions regarding deportations and family reunifications. The article points out that support from ECEC staff and other ECEC parents might reduce this anxiety and further develop the interaction. The main conclusion of this article is that an extra effort is necessary to include parents with migration backgrounds to make sure they have enough knowledge about the Norwegian ECEC institutions to be confident about their child’s well-being and aware of their own role as an important, participating part. To ensure that this effort becomes part of the routines in ECECs this knowledge base’s implications on both the ECEC teacher education and the professional field is of importance.publishedVersio
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