Doing "Belonging" in a Swedish Preschool

Autor/in	Puskás, Tünde
Titel	Doing "Belonging" in a Swedish Preschool
Quelle	In: Early Childhood Folio, 20 (2016) 1, S.30-34 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0112-0530
DOI	10.18296/ecf.0021
Schlagwörter	Foreign Countries; Preschool Education; Refugees; Student Diversity; Cultural Awareness; Nationalism; Preschool Teachers; Inclusion; Cultural Maintenance; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Flüchtling; Cultural identity; Kulturelle Identität; Nationalismus; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Inklusion; Schweden
Abstract	In Sweden where approximately one quarter of the children have a migrant background, preschool teachers comply with two seemingly contradictory ideas formulated in the curriculum: national cultural reproduction and intercultural awareness. The article is built on a case study that explores how a newly arrived refugee child in an ethnically diverse Swedish preschool is incorporated into a tradition that can be seen both as an ordinary preschool experience and as a means of national cultural reproduction. The article shows that the practice of a cultural tradition provides for a common integrative framework as well as development of a sense of belonging to a preschool group. At the same time, the case highlights that it is of particular importance that preschool teachers critically reflect on taken-for-granted practices and revisit their understandings of diversity and inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01