Educators' Interpretations of Children's Belonging across Borders: Thinking and Talking with an Image

Autor/inn/en	Puroila, Anna-Maija; Emilson, Anette; Pálmadóttir, Hrönn; Piškur, Barbara; Tofteland, Berit
Titel	Educators' Interpretations of Children's Belonging across Borders: Thinking and Talking with an Image
Quelle	In: European Educational Research Journal, 22 (2023) 3, S.325-346 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Puroila, Anna-Maija)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041211065878
Schlagwörter	Foreign Countries; Early Childhood Education; Sense of Community; Student School Relationship; Teacher Attitudes; Democratic Values; Play; Diversity; Equal Education; Student Participation; Attachment Behavior; Preschool Children; Europe; Finland; Iceland; Netherlands; Norway; Sweden + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schüler-Lehrer-Beziehung; Lehrerverhalten; Spiel; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Attachment; Bindungsverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Europa; Finnland; Island; Niederlande; Norwegen; Schweden
Abstract	European quality framework for early childhood education and care calls for creating environments that support all children's sense of belonging. This study aims to advance empirical knowledge on educators' interpretations of children's belonging in early education settings. The study is part of a project conducted in five European countries -- Finland, Iceland, the Netherlands, Norway and Sweden. The following research question guides the study: How do educators interpret children's belonging in early education across borders? The study draws from the theory of the politics of belonging by Yuval-Davis and employs 'thinking and talking with an image' as a methodological approach. The findings explicate educators' taken-for-granted categorisations, thus portraying their views about educational settings as sites for children's belonging. Opposing, joint play and being alone were identified as emotionally loaded interactions that educators interpreted as significant for children's belonging. The educators emphasised democratic values, such as diversity, participation, equality and equity. However, they viewed diverse tensions in embodying democratic values in a diverse group. The shared basis of the profession appeared as a more significant basis for educators' interpretations than the different societal contexts. The study encourages educators and researchers in European countries to collaborate in promoting children's belonging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01