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This article describes a study that aimed to investigate how children perform and document Land Art in local places near their kindergarten and the visualization of their experiences through their drawings back in the kindergarten. Documentation is important for a kindergarten’s planning and evaluation of pedagogical practices and activities. Studies have shown that using visual methods, such as drawings and photographs created by children themselves, to provide information related to children’s perspectives, actions and attitudes is a way for children to communicate and make meaning of their experiences. Encounters with the natural world through the performance of Land Art offer children the opportunity to directly sense, interact with and know ‘the world of materials’. Children’s interactions correspond with natural materials and the environment. Participatory observation was used, following a group of twelve children, aged four and five years in a year’s period to their trips near a shoreline. Data consists of photographs, voice recordings, video, drawings, and narratives to explore ways children interact with and make meaning of place by performing Land Art. The results show that children’s photographs and drawings are ways to ‘communicate’ with their experiences and engage with, pay attention to and visualize their perspectives. The findings might have implications for new approaches to documenting children’s voices and experiences through performing Land Art and drawings.

Denne studien er en systematisk undersøkelse av hvordan profesjonsfaglig digital kompetanse fremgår av læringsutbyttebeskrivelser i obligatoriske emner på barnehagelærerutdanningene i Norge. Vi har gjennomført en innholdsanalyse av emneplaner til 15 forskjellige studieprogrammer for barnehagelærerutdanning, noe som har resultert i analyse av 100 forskjellige emneplanbeskrivelser. Til tross for at nasjonale retningslinjer slår fast at profesjonsfaglig digital kompetanse skal vektlegges i barnehagelærerutdanninger, behandles dette området først og fremst som et ferdighets- og kunnskapsområde i læringsutbyttebeskrivelsene. Kun to av 14 institusjoner har utarbeidet læringsutbyttebeskrivelser som er definert som generell kompetanse. Vi konkluderer i denne artikkelen med at det eksisterer et gap mellom nasjonale retningslinjer for norsk barnehagelærerutdanning og utarbeidelse av læringsutbyttebeskrivelser i lokale emneplaner. ENGLISH ABSTRACT A blind spot in curricula? An analysis of professional digital competence in subject curricula for early childhood teacher education This study is a systematic investigation on how professional digital competence is implemented in descriptions of learning outcomes for mandatory subjects in early childhood teacher education in Norway. We describe a content analysis of subject curricula for 15 different study programs for early childhood teacher education, which has resulted in a total of 100 different subject curricula. Even though it is defined through national guidelines that professional digital competence is to be emphasized in the study program, this is mainly expressed through learning outcomes defined as knowledge and skills. Only two of 14 institutions have developed descriptions of learning outcomes defined as general competency. In this article we conclude that there is an existing gap between national guidelines for Norwegian early childhood teacher education and the developed learning outcomes in local subject curricula.