Norwegian version

BLEST - sustainability, play, aesthetics and technology

Children participate in complex networks of relationships, which also requires complexity in the research approach to children and early childhood. Our research group aims to develop knowledge through interdisciplinary dialogues.

Our starting point is that there is a need for different theories and research approaches when examining the complexity in early childhood. 

The group has, as the name suggests, a special focus on four thematic areas; sustainability, play, aesthetics and technology. Sustainability is discussed both as a research theme and as an approach to our research.

Sustainability is closely connected to how we choose to live. Children of today grow up in technology-rich societies, and technology intervenes play and everyday life in kindergarten in various ways. An important aspect in sustainable futures is to explore how children, policy makers, practitioners and researchers position play in today’s kindergarten.

Play can be understood in many ways, and BLEST is particularly concerned with the aesthetic dimensions. We explore in various ways how technology can be used as a resource and a tool in the kindergarten's practices, whilst we at the same time is occupied with a holistic view on early childhood practices. 

More about the group

Aesthetic practices, materiality and technology demands both reorientation and development in understandings of what kindergarten can become, and how we can do research. When new tools are included in the kindergarten's practices, it requires examination and reflection from researchers as well as practitioners. 

In our research, we are particularly concerned with how a concept as sustainable future can be understood and examined in ongoing shifts between innovation and tradition. 

The group is mainly composed of participants from pedagogy, music, arts and craft, and drama. The members' background results in not only academic writing and publishing, but also a high degree of artistic production.

We are also very interested in collaborating with the field of practice. The knowledge that is developed in our projects is largely initiated by feedback from the field of practice, both the kindergarten and the kindergarten teacher education.

Head of research group

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