Barns rett til medvirkning i lys av Klafkis danningsperspektiver

Abstract

The topic of this article is children’s right to participation and the Bildung-process (norsk: danning) in
early childhood education (ECE). Both participation and Bildung are key words in The Norwegian Kindergarten Act (Kunnskapsdepartementet 2005) and are to be included in practice. How do preschool teachers interpret this task and implement it in practice? The intention with this paper is to discuss some
preschool teachers’ views on children’s right to participation. The data come from a project that has
evaluated the Framework Plan for the Content and Tasks of Kindergartens (Kunnskapsdepartementet
2006), and how it has been introduced, used and experienced (Østrem et al. 2009). My research question
is: How can we understand children’s right to participation by using Klafki’s (1996, 2005) theoretical
perspectives on Bildung? The interviews reveal very different views and practices concerning children’s
participation.