Ingunn Skalstad
Biographic Data
| ID | 6508147 |
|---|---|
| NAME | Ingunn Skalstad |
| GIVEN NAMES | Ingunn |
| FAMILY NAME | Skalstad |
| SIGNATURE | SKALSTAD I |
| AFFILIATIONS | University of South-Eastern Norway |
| ORCID | 0000-0002-8904-4100 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Science of Play, the Play of Science
Approaches to play and learning in early childhood education and care (ECEC) range from child-centered to academically focused pedagogies. These different perspectives shape how ECEC teachers support children’s learning in play-based contexts, reflecting a continuum in how child-initiated learning during play is encouraged. At one end is free play, initiated and directed by children, while the opposite end represents teacher-guided activities, of…
How to support young children's interest development during exploratory natural science activities in outdoor environments
This study examines how 4–8-year-old Norwegian children's interest in natural elements appears and develops during exploratory activities in various natural outdoor environments, and how teachers can support such interest in these settings. The results indicate that children's interest develops through three phases. Each phase can be recognised by how children relate to the natural element in question. They gain first-hand experience, are recepti…
Young children’s questions about science topics when situated in a natural outdoor environment
Asking questions is an important way of acquiring information and knowledge and plays a significant role in a child’s learning processes. In this study, we examine what characterises the questions asked by children to their teachers in two kindergartens (4–6-year-olds) and six primary school classes (2nd–4th grade) when situated in a natural outdoor environment. Recordings are undertaken by means of action cameras and audio recorders. We also exa…
How to support young children's interest development during exploratory natural science activities in outdoor environments
This study examines how 4–8-year-old Norwegian children's interest in natural elements appears and develops during exploratory activities in various natural outdoor environments, and how teachers can support such interest in these settings. The results indicate that children's interest develops through three phases. Each phase can be recognised by how children relate to the natural element in question. They gain first-hand experience, are recepti…
Young children’s questions about science topics when situated in a natural outdoor environment
Asking questions is an important way of acquiring information and knowledge and plays a significant role in a child’s learning processes. In this study, we examine what characterises the questions asked by children to their teachers in two kindergartens (4–6-year-olds) and six primary school classes (2nd–4th grade) when situated in a natural outdoor environment. Recordings are undertaken by means of action cameras and audio recorders. We also exa…
How to support young children's interest development during exploratory natural science activities in outdoor environments
This study examines how 4–8-year-old Norwegian children's interest in natural elements appears and develops during exploratory activities in various natural outdoor environments, and how teachers can support such interest in these settings. The results indicate that children's interest develops through three phases. Each phase can be recognised by how children relate to the natural element in question. They gain first-hand experience, are recepti…
The Science of Play, the Play of Science
Approaches to play and learning in early childhood education and care (ECEC) range from child-centered to academically focused pedagogies. These different perspectives shape how ECEC teachers support children’s learning in play-based contexts, reflecting a continuum in how child-initiated learning during play is encouraged. At one end is free play, initiated and directed by children, while the opposite end represents teacher-guided activities, of…
Cognition (2 works) · Cognitive development (2 works) · Psychology (2 works) · Science education (2 works) · Science Education and Pedagogy (2 works) · Animal and Plant Science Education (1 work) · Child and Animal Learning Development (1 work) · Child Development and Digital Technology (1 work) · Children's Rights and Participation (1 work) · Closed-ended question (1 work)