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Hammarsten, Maria
Publications (10 of 36) Show all publications
Hammarsten, M. (2019). Children's Unedited Places in School-age Educare Centres. In: : . Paper presented at 2nd WERA-IRN EXTENDED EDUCATION conference, Extended Education: Practices, theories and activities, September 26-28, 2019, Stockholm University, Sweden..
Open this publication in new window or tab >>Children's Unedited Places in School-age Educare Centres
2019 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Pressure for housing is reducing the green space in urban areas for children’s play and their needs and preferences are often neglected in planning. It is therefore important to study what kind of meaning children make in different outdoor places. There are more studies of regulated spaces such as schoolyards, but very few about ‘unedited places’ around educare centres. By unedited, I mean not designed or supervised by adult. My aim was to investigate what school-age educare children do in these unedited places from the children’s perspectives. The theoretical framework is Social Studies of Childhood which focuses on the competent child. The child is seen as being able to actively participate in the research process. Grounded Theory has been used as an analytical method to explore unedited places and their meaning for children in school age educational settings. Previous studies show that outdoor places have different meanings for children’s lives based on their place experience, affordances and memories. The main method was walk and talk conversations and photographs of their chosen places and included non-participatory observations in one urban and one rural centre. The data are from 4 educare centres based in 3 diverse geographical areas in Sweden with 17 school age educare children. The main theme emerging from the data was a ‘place for play’ with five sub-themes about children’s relations to place: two concerning imagination ‘using natural items for other things’ and ‘doing whatever you want to do’; ‘specific activities/functions’; ‘allowing different physical movements’ and ‘stimulating different feelings’.

National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-43477 (URN)
Conference
2nd WERA-IRN EXTENDED EDUCATION conference, Extended Education: Practices, theories and activities, September 26-28, 2019, Stockholm University, Sweden.
Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-04-15
Hammarsten, M. (2019). Det är väl inne att lära ute? Utomhuspedagogik året runt med förskoleklassen!. In: : . Paper presented at En god start i förskoleklass, 31 januari – 1 februari, 2019, Stockholm.
Open this publication in new window or tab >>Det är väl inne att lära ute? Utomhuspedagogik året runt med förskoleklassen!
2019 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-42947 (URN)
Conference
En god start i förskoleklass, 31 januari – 1 februari, 2019, Stockholm
Available from: 2019-02-12 Created: 2019-02-12 Last updated: 2019-02-21Bibliographically approved
Hammarsten, M. (2019). Place Meaning for Children in the Forest Garden. In: : . Paper presented at 14th Conference of the European Sociological Association, Manchester, United Kingdom, 20 – 23 August 2019.
Open this publication in new window or tab >>Place Meaning for Children in the Forest Garden
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Previous studies show that outdoor places have different meanings for children's lives based on children's preferences from experiences and memories. The purpose of the study is to investigate the forest gardens' places from the children’s perspective. The theoretical framework is Social Studies of Childhood, where children are regarded as competent social actors and right to give their voices. This study intends to use empirical material from walk-and-talk conversations and photography with 28 children. The results from this ongoing study presents the four most photographed places in the forest garden, which are places with plants, the pond, the fireplace and the tipin place. Places with plants give children a sense of belonging to the nature and think they are friends with the insects. Boundaries in forest gardens are fuzzy and barriers like the fencing are designed to keep animals out rather than children in. Educators positively encourage risk taking, inviting children to try different activities and offering a range of opportunities from which children can select and self-regulate their level of risk and challenge. Barriers, however, exist in taking up of all opportunities because socioeconomic disadvantage and cultural norms mean many participating children have never before experienced such natural environments in their deprived home neighbourhoods or for immigrant children, in their countries of origin. It is therefore interesting to report that theme of boundaries, barriers and belonging are intersect in shaping children’s relationship with the places in the forest garden.

National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-43476 (URN)
Conference
14th Conference of the European Sociological Association, Manchester, United Kingdom, 20 – 23 August 2019
Available from: 2019-04-15 Created: 2019-04-15 Last updated: 2019-04-15
Hammarsten, M. (2019). School Children´s Perspectives from Forest Gardens Places. In: : . Paper presented at 8th Nordic Geographers Meeting, June 16–19, 2019 Trondheim, Norway.
Open this publication in new window or tab >>School Children´s Perspectives from Forest Gardens Places
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

These days, newspapers discuss how cities are more densely populated and shaped by the interests of various stakeholders. Construction of housing and parking lots tends to be prioritized over creating places for children in urban environments. One way of creating such places is to construct forest gardens, a relatively new form of gardening. The purpose of this study is to investigate schoolchildren’s place-making in forest gardens, from the children’s perspective. The study takes a Social Studies of Childhood perspective, which understands children to be social actors who are competent researchers in their own right. The data is drawn from walk-and-talk conversations, informal interviews, and photographs with 28 children who participated in a three-year forest garden project. The results from this ongoing study show that school children use the places for their activities and play, but the places also give different kind of affordances. The schoolchildren try risk-taking beside the pond, have the opportunity to be with friends at the fireplace and to be alone in the tipi. It is therefore interesting to report that green places are important in children’s environment, especially in the particular relationships afforded by specific places within a forest garden.

National Category
Pedagogical Work
Identifiers
urn:nbn:se:hj:diva-43481 (URN)
Conference
8th Nordic Geographers Meeting, June 16–19, 2019 Trondheim, Norway
Available from: 2019-04-16 Created: 2019-04-16 Last updated: 2019-04-16
Hammarsten, M., Askerlund, P., Almers, E., Avery, H. & Samuelsson, T. (2018). Barns perspektiv på att vistas i en skogsträdgård. In: : . Paper presented at Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 25–26 oktober 2018, Örebro universitet.
Open this publication in new window or tab >>Barns perspektiv på att vistas i en skogsträdgård
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2018 (Swedish)Conference paper, Oral presentation only (Refereed)
Keywords
skogsträdgård, lågstadieelever, samtalspromenader
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-42291 (URN)
Conference
Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 25–26 oktober 2018, Örebro universitet
Available from: 2018-12-13 Created: 2018-12-13 Last updated: 2018-12-13Bibliographically approved
Hammarsten, M., Askerlund, P., Almers, E., Avery, H. & Samuelsson, T. (2018). Developing ecological literacy in a forest garden: children’s perspectives.
Open this publication in new window or tab >>Developing ecological literacy in a forest garden: children’s perspectives
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2018 (English)Other (Other academic)
Keywords
forest garden; social Studies of childhood; children’s perspectives; walk-and-talk conversations; ecological literacy
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-42364 (URN)
Note

Summary of the article: Hammarsten, M., Askerlund, P., Almers, E., Avery, H., Samuelsson, T., (2018). Developing ecological literacy in a forest garden: Children's Perspectives. Journal of Adventure Education and Outdoor Learning. doi: http://dx.doi.org/10.1080/14729679.2018.1517371 on the Children & Nature Network Research Digest website.

Available from: 2018-12-19 Created: 2018-12-19 Last updated: 2018-12-19Bibliographically approved
Hammarsten, M., Askerlund, P., Almers, E., Avery, H. & Samuelsson, T. (2018). Developing ecological literacy in a forest garden: children’s perspectives. Journal of Adventure Education and Outdoor Learning
Open this publication in new window or tab >>Developing ecological literacy in a forest garden: children’s perspectives
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2018 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402Article in journal (Refereed) Epub ahead of print
Abstract [en]

Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
forest garden; social Studies of childhood; children’s perspectives; walk-and-talk conversations; ecological literacy
National Category
Didactics
Identifiers
urn:nbn:se:hj:diva-41474 (URN)10.1080/14729679.2018.1517371 (DOI)2-s2.0-85053503238 (Scopus ID)
Available from: 2018-09-17 Created: 2018-09-17 Last updated: 2019-02-07
Hammarsten, M., Almers, E., Askerlund, P., Avery, H. & Samuelsson, T. (2018). The Forest Garden from Children's Perspectives. In: : . Paper presented at Childhood and Materiality. VIII conference on childhood studies, 7-9 may Jyväskylä Finland.
Open this publication in new window or tab >>The Forest Garden from Children's Perspectives
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2018 (English)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogy Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-39400 (URN)
Conference
Childhood and Materiality. VIII conference on childhood studies, 7-9 may Jyväskylä Finland
Projects
Forest gardens as environments for learning, recreation and sustainability
Available from: 2018-05-14 Created: 2018-05-14 Last updated: 2018-08-28Bibliographically approved
Hammarsten, M. (2018). Utomhusmiljöns möjligheter i förskolan. In: : . Paper presented at Förskolan, 13-14 mars, 2018, Malmö.
Open this publication in new window or tab >>Utomhusmiljöns möjligheter i förskolan
2018 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-42949 (URN)
Conference
Förskolan, 13-14 mars, 2018, Malmö
Available from: 2019-02-12 Created: 2019-02-12 Last updated: 2019-02-21Bibliographically approved
Hammarsten, M. (2018). Utomhuspedagogik i ett fritidshemspedagogiskt perspektiv. In: : . Paper presented at Fritidshemmet, 15-16 mars, 2018, Malmö.
Open this publication in new window or tab >>Utomhuspedagogik i ett fritidshemspedagogiskt perspektiv
2018 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-42948 (URN)
Conference
Fritidshemmet, 15-16 mars, 2018, Malmö
Available from: 2019-02-12 Created: 2019-02-12 Last updated: 2019-02-21Bibliographically approved
Organisations

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