Body practices: negotiations of ‘risk’ in Norwegian and French preschools

References

• Brougère, G., N. Guénif-Souilamas, and S. Rayna. 2008. “Ecole Maternelle (Preschool) in France: A Cross-Cultural Perspective.” European Early Childhood Education Research Journal 16 (3): 371–384.
   Web of Science ®Google Scholar
• Burke, R. S., and J. Duncan. 2015. Bodies as Sites of Cultural Reflection in Early Childhood Education. London: Routledge.
   Google Scholar
• Douglas, M. 1992. Risk and Blame. Essays in Cultural Theory. London: Routledge.
   Google Scholar
• Foucault, M. 1995 (1977). . Discipline and Punishment: The Birth of the Prison. New York: Vintage Books.
   Google Scholar
• Garnier, P. 2011. “The Scholarisation of the French ‘École Maternelle’: Institutionnal Transformations Since the 1970s.” European Early Childhood Education Research Journal 19 (4): 553–563.
   Web of Science ®Google Scholar
• Garnier P. 2018. “Systèmes intégrés ou divisés d’éducation des jeunes enfants ? Différentes conceptions des apprentissages et de la cohésion sociale entre la France et la Norvège [Integrated or Split System of ECEC? Different Conceptions of Learning and of Social Cohesion Between France and Norway].” In Education et protection de la petite enfance, berceau de la cohésion sociale [Education and Protection of Early Childhood, Cradle of Social Cohesion], 134–145. Paris: UNESCO.
   Google Scholar
• Garnier, P. 2020. “Children’s Bodies.” In The SAGE Encyclopedia of Children and Childhood Studies, edited by D. Cook, Vol. 1, 439–442. New York: Sage.
   Google Scholar
• Garnier, P. and Rayna S., Eds. 2017. Recherches avec les jeunes enfants. Perspectives internationales [Research with Young Children. International Perspectives]. Bruxelles: Peter Lang.
   Google Scholar
• Giddens, A. 1999. “Risk and Responsibility.” The Modern Law Review 62 (1): 1–10.
   Google Scholar
• Greve, A. 2010. “Jeu et approche phénoménologique dans les traditions fröbeliennes et démocratique du préscolaire des pays nordiques [Play and Phenomenological Approach in the Fröbelian and Democratic Traditions of Preschool in Nordic Countries].” In Jeu et cultures préscolaires [Play and Preschool Culture], edited by S. Rayna and G. Brougère, 113–128. Paris: INRP.
   Google Scholar
• Greve, A. 2015. Barnehagelærerprofesjonens utfordringer i møte med politiske forventninger om læringsutbytte [The Teacher Profession’s Challenges in Meeting Political Expectations of Learning Outcomes]. In Profesjon og kritikk [Profession and Critique], edited by B. A. Hennum, M. Pettersvold and S. Østrem, 201–220. Bergen: Fagbokforlaget.
   Google Scholar
• Greve, A. 2018. “Rammer for medvirkning i norske og franske barnehager. Et utenfrablikk på den norske rammeplanen [Frames for Participation in Norwegian and French Kindergartens. An External Perspective on the Norwegian Framework Plan].” In Perspektiver på barns medvirkning i barnehagen [Perspectives on Childreńs Participation in Kindergarten], edited by K. D. Wolf and S.B. Svenning, 73-89. Oslo: Universitetsforlaget.
   Google Scholar
• Greve, A., P. Garnier, O. Ulvik, I. Øien, V. Chantseva, B. Fallang, L.-M. Gulbrandsen, and S. Rayna. 2019. “Food Practices and Risk Constructions in Norwegian and French Kindergartens.” European Early Childhood Education Research Journal 27 (4): 494–505.
   Web of Science ®Google Scholar
• Lianos, M., and M. Douglas. 2013. “Dangerization and the End of Deviance: The Institutional Environment.” In Mary Douglas. Culture and Crises, Understanding Risk and Resolution, edited by R. Fardon, 216–238. London: Sage.
   Google Scholar
• Moser, T., and M. T. Martinsen. 2010. “The Outdoor Environment in Norwegian Kindergartens as Pedagogical Space for Toddlers’ Play, Learning and Development.” European Early Childhood Education Research Journal 18 (4): 457–471.
   Web of Science ®Google Scholar
• Norwegian directorate of health. 2014. Miljø og helse i barnehagen Veileder til forskrift om miljørettet helsevern i barnehager og skoler [Environment and Health in Kindergarten. Regulations on Environmental Health Protection in Kindergartens and Schools]. No 03/2014: IS-2072 2.
   Google Scholar
• Nowell, L. S., J. M. Norris, D. E. White, and N. J. Moules. 2017. “Thematic Analysis: Striving to Meet the Trustworthiness Criteria.” International Journal of Qualitative Methods 16: 1–13. doi:10.1177/1609406917733847.
   Web of Science ®Google Scholar
• Rayna, S. 2010. “Quelle culture du jeu dans les crèches françaises? [What Kind of Culture of Play in French Daycare Settings?].” In Jeu et cultures préscolaires [Play and Preschools’ Cultures], edited by S. Rayna and G. Brougère, 159–190. Lyon: INRP-ENS de Lyon.
   Google Scholar
• Rayna, S., and P. Garnier. 2018. “Toddlers Taking Pictures of Their Preschool Life. For a Reflexive Approach of Research with Young Children.” Early Years, https://www.tandfonline.com/doi/abs/10.1080/09575146.2018.1493049.
   Google Scholar
• Rayna, S., and Rupin, P. 2016. “Les grands à la crèche [The Older Ones in Crèche].” In À 2 ans, vivre dans un collectif d’enfants [Living in a Collective Setting at Two Years Old], edited by P. Garnier, G. Brougère, S. Rayna, and P. Rupin, 255–329. Toulouse: Erès.
   Google Scholar
• Sandseter, E. B., R. Cordovil, T. Løge, and F. Lopes. 2019. “Barriers for Outdoor Play in Early Childhood Education and Care (ECEC) Institutions: Perception of Risk in Children’s Play among European Parents and ECEC Practitioners.” Childcare in Practice 26 (2): 111–129. https://www.tandfonline.com/doi/full/10.1080/13575279.2019.1685461.
   Google Scholar
• Tobin, J. J.2017. Preschool and Im/Migrants in Five Countries. Bruxelles: Peter Lang.
   Google Scholar
• Tobin, J., Y. Hsueh, and M. Karasawa. 2009. Preschool in Three Cultures Revisited: China, Japan and the Unites States. Chicago: The University of Chicago Press.
   Google Scholar
• Tobin, J. J., Y. H. D. Wu, and D. H. Davidson. 1989. Preschool in Three Cultures: Japan, China, and the United States. New Haven: Yale University Press.
   Google Scholar
• Ulvik, O.S. 2018. “Risikodiskurse in der frühen Kindheit: Normalisierung von Kindern und Eltern” [Riskdicourses in Early Childhood: Normalization of Children and Adults].” In Kindheits- und Jugendforschung. In der Kritik [Childhood and Youth Resarch. In the Critique], edited by A. Kleeberg-Niepage and S. Rademacher, 127-146. Wiesbaden: Springer VS Verlag.
   Google Scholar
• Ulvik, O. S., and L. M. Gulbrandsen. 2015. “Exploring Children’s Everyday Life: An Examination of Professional Practices.” Nordic Psychology 67 (3): 210–224.
   Web of Science ®Google Scholar
• Vandenbroeck, M., R. Roose, and M. De Bie. 2011. “Governing Families in the Social Investment State.” International Critical Childhood Policy Studies 4 (1): 69–85.
   Google Scholar
• White Paper 19. 2015–2016. Tid for lek og læring – Bedre innhold i barnehagen [Time for Play and Learning – Better Content in Kindergarten]. https://www.regjeringen.no/no/dokumenter/meld.-st.-19-20152016/id2479078/.
   Google Scholar