The aim of this socioculturally informed study is to explore teachers’ insights into connected learning projects in kindergarten. The focus was on the ways in which early childhood teachers and educators (N = 8) supported children in connecting their interest-driven and inquiry-oriented learning to their local surroundings, family, and community. The data consisted of teachers’, educators’, and researchers’ collaborative conversations, supplemented by project portfolios. The preliminary content analysis of the 2 representative projects shows how the children’s own discoveries of nature were connected to an extended network of peers, family, and external experts though the use of a trail camera. Conclusions are drawn about activities that afforded the co-creation of a participatory network of people, tools, and resources organized around a shared object of inquiry.
- 2 views