ABSTRACT
Early childhood environments have, historically, been distinguished by the materials within these spaces. However, young children’s relationships with these materials often remain taken for granted and their perspectives can be hidden. This chapter will bring these relationships centre stage by exploring different theoretical frames and methods for tuning into young children’s perspectives about the materiality of their learning environment. The first case study explores young children’s engagement with material artefacts in a Danish kindergarten. The second explores young children’s stories and actions in a Norwegian kindergarten. Both case studies underline the importance of listening to children’s perspectives about everyday life in kindergarten. The chapter examines how different theoretical lenses may be helpful in re-examining the relationships between young children and the spaces and places, furnishings, and objects that constitute early childhood practice in different contexts. Questions about what is happening ‘in-between’ children, objects, and spaces and how this may relate to young children’s sense of belonging are explored.
