KINDknow - Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures

KINDknow generates knowledge that is locally sensitive and internationally relevant. International comparative surveys combined with qualitative, close-to-practice research approaches provide overviews over the diversity of early childhood education and inspiring insights into local practices.

As a research centre, KINDKNOWs main aim is to take a national and international lead in developing systemic understandings and knowledge about education for diversity (EfD) and education for sustainable futures (ESF) in kindergartens. It builds on existing research done by the researchers participating in KINDKNOW in these areas and develop new collaborations with researchers and other stakeholders. To meet the needs of Norways increasingly diverse society, this centre will engage in vital, socially-relevant and ethically-committed research that has the intention of improving future lives and outcomes for children, families and staff in kindergartens. To achieve its aim, the centre engage in high-level interdisciplinary research with kindergartens, across diverse regions in Norway and internationally, about Education for Diversity and Education for Sustainability

Collaboration

As sustainability is a recognized, global core value, now included in the new Norwegian curriculum for kindergartens, there is a need for new research methodologies particularly participatory research methodologies for research studies that will inform practice. The center is located at Western Norway University of Applied Sciences (HVL), but collaborates with researchers at HVL, UiT and UiS. These institutions have large cohorts of kindergarten preservice teacher, located in two counties in the north and three counties in the west have common strategic interests and cooperate closely to changing social and environmental milieus.

The work of the centre is informed by Bildung which has formed the background to the research and PhD program at HVL. Different conceptual, methodological and partnership models is combined in new ways to improve understanding and create new knowledge in ways that kindergartens can meet the methodological knowledge needs in kindergartens and to build competence in kindergartens as well as meet staff that teach kindergarten teachers.