Abstract
AbstractThis article argues for a reconceptualisation of early childhood education, where learning and development are not only valued by outcome, and aims to investigate how aesthetic processes are organised in ways for the children to be inspired, to compare, explore, and play. Inspired by a Vygotsky perspective and his theories of play, imagination, and creativity, the article argues for developmental perspectives where transformation is driven by different kinds of experiences that lead to sustained change and not a one‐sided passing of instructions from teacher to child. Drawing on ethnographic material from a qualitative research project implemented in Danish daycares, where an artist visited over a 3‐month period, shows specific patterns in how the children are engaging in aesthetic processes and multiple ways that joint activities inspire the children to play. The research reveals new insights into the relationship between aesthetic processes and play, as it facilitates the exploration of not only the many layers of aesthetics but also how participation in joint activities enables the aesthetic process to become a cultural frame of reference that is used in Play.
Published Version
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