Foraging Eco-Ethology, Incentives and Motivations in the Kindergartens of Norway Based on Sámi and Norwegian Cultures

Abstract

Early childhood education (ECE) institutions in Norway highly value nature and outdoor activities. The framework plan for kindergartens encourages that children get insights into the origin of food. The approach for imparting this knowledge incentivises foraging in kindergartens. The eco-ethology of humans is dependent on cultural values and practices and what is available for harvest in the local environments in different seasons. This paper explores the incentives and motivations for foraging in kindergartens in Norway through a qualitative approach. The data was collected from Sámi and Norwegian ECE professionals through on-site video documentation, group interviews, in-depth semi-structural interviews, and field notes. It was analysed using reflexive thematic analysis, in which the researchers had an active role in the process through reflexive engagement with theory, data, and interpretation. Three themes related to the incentives and motivations for foraging were found: (1) “viewpoints of nature”, (2) “transfer and production of knowledge”, and lastly (3) “motives and meaning for foraging”. Norwegian ECE professionals seemed to view nature as a place to explore outdoors (termed friluftsliv) and Sámi ECE professionals used nature for a practical purpose (termed meahcci). Nature was used by all the ECE professionals for transfer and production of knowledge. The motives and meaning for foraging in ECE settings in Norway originated from the cultural values of purposeful use of nature’s resources. Further studies are needed to investigate the prevalence and importance of foraging practices in ECE, especially in terms of its significance to education for sustainability.