Vannhumler og andre humler: Barns fantasiuttrykk i en norsk barnehage

Abstract

In this article children’s fantasy is presented as a collective activity as well as an individual, mental quality. The article is based on a study in a Norwegian kindergarten and the data was collected by the use of participant observation, videotaping and conversations with children. Observation of meetings among pedagogues was also conducted. Children express fantasy activity in several ways, they can learn fantasy from one another and are also able to interact commonly in their fantasy activities. Additionally, adults can be part of this interaction by acknowledging children’s fantasy through dialogues and by constructing frames in which fantasy is encouraged. However, there is an increasing focus on basic skills in the Norwegian educational system and hence in kindergartens, which call into question whether an aesthetic and emotional activity, such as fantasy, can be valued as a quality in itself.