Space and materiality in early childhood pedagogy–introductory notes

Abstract

This issue of Education Inquiry includes a thematic section with five articles about different aspects of the physical environment in Norwegian early childhood education institutions (kindergartens). The contributions represent five out of nine sub-projects in a research project entitled Kindergarten space–materiality, learning and meaning making–The importance of space for kindergarten’s pedagogical activities conducted at Vestfold University College (VUC) funded by the Norwegian Research Council (SHP-Strategic University College Programme). The authors are all members of the Kindergarten Space Research group at VUC and the contributions are united by an overall interest in exploring different dimensions of space and materiality in kindergartens. The project was led by Professor Thomas Moser in cooperation with Professor Gunvor Løkken and Associate Professor Solveig Østrem.