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Fokus for denne artikkelen er hvordan barnehagepersonalet kan naerme seg de barneperspektiver som nykommere i norsk sprak og barnehagekontekst bringer inn i barnehagefellesskapet. Artikkelen tar utgangspunkt i en estetikk-basert undersokelse av samspill mellom barn og barnehagepersonale som ikke har et felles talesprak. Utforskende formingsvirksomhet fungerer i artikkelen som en undersokelsesramme for a forsta barnehagelaereren som tilrettelegger for de ordlose ytringene. Med Kristevas teorier om sprak og estetikk undersoker forfatteren hvordan barnehagepersonalets oppmerksomhet mot egne kroppslige og estetiske tegn kan vaere en inngang til a (be)gripe og la seg berore av barnas uartikulerte perspektiver. Gjennom eksempler illustrerer forfatteren hvordan to barnehagelaereres gryende bevissthet omkring de kollektive, affektive og fantasifulle dimensjonene i eget samspill har betydning for nykommernes deltakelse. ABSTRACT English title: Discovering the Unsaid: An Aesthetic Approach to Children's Unarticulated Perspectives The aim of this article is to explore how preschool personnel may approach the perspectives of minority language children who are new to the Norwegian language and preschool setting. This article draws on an arts-based inquiry of interaction between preschool personnel and children who do not share a common language. The children and teachers’ aesthetic explorations work as a methodological framework for studying the teacher as a facilitator of voices that do not speak Norwegian. By using Kristeva’s theories on language and aesthetics, the author explores how personnel attentiveness towards their own bodily and aesthetic signifying practices may be a gateway for recognizing children’s tacit perspectives. The author presents examples that illustrate how two preschool teachers’ emerging awareness of the collective, affective and imaginative dimensions of their own interplay may have significance for the newcomers’ participation.

Å få øye på det tause som blir «sagt»: En estetisk tilnærming til barns uartikulerte perspektiver