Barns frågor under en utforskande process kring träd

The aim of the study is to scrutinize children´s meaning-making in a tree-project during one year in apreschool class. The purpose with this article is to shed light on what happens in children’s encounterswith the trees and how an exploratory approach might encompass children’s own questions and workingtheories.By mapping the children´s explorative process from the Deluzian concept learning as a relational fieldof potentiality (Dahlberg & Elfström, 2014), the connections are identified and analyzed. The data hasbeen generated through ethnographical methods: participant observations, focus groups and stimulatedrecall. The children’s aesthetic works and the concluding exhibition with additional walks are also part ofthe data generating.The mapping of the tree-project makes the meaning-making visible, where the children’s questions centeron complex issues with further connections to ecological issues and sustainability. The driving force of theproject is the questions that the children pose, while the pedagogues support their explorations in orderto deepen and develop the learning possibilities.