From children’s own perspectives: Borders and boundaries at Norwegian nature-based kindergartens

Abstract Early childhood institutions play an integral role in furthering whole-person development; Norwegian kindergartens are characterized by freedom and independence, intertwining free play and nature. The popularity of nature-based kindergartens in Norway has rapidly increased since the 2000s. Children at these kindergartens spend most of their days outside in a variety of weather conditions, relatively unsupervised by adults, and often take trips to play in a nearby forest. Due to the absence of a physical barrier enclosing the kindergarten or forest, children are often entrusted to recognize the boundaries of where they can play, a concept also known as invisible borders. This research is the first of our knowledge to interview children–focusing on their perspectives–about the borders and boundaries of Norwegian nature-based kindergartens. Nature-based kindergartens ( n = 5) in the Trondheim, Norway area were recruited to take part in this research. The methodology included semi-structured, open-ended interviews with children ages 5 or 6 years, who were interviewed in groups of two to three. Interviews focused on the borders and corresponding sanctions at both the outdoor area of the kindergarten and a nearby forest spot. Via indicative coding, the open transcripts were developed into themes of how the border and boundary structures relate to children’s social-emotional development. Findings show that children were found to understand the nuances of the invisible borders, implying impacts on their self-perception, actions and interactions with others in the kindergarten community.