Fleeting Moments: Young Children's Negotiations of Belonging and Togetherness

Autor/in	Boldermo, Sidsel
Titel	Fleeting Moments: Young Children's Negotiations of Belonging and Togetherness
Quelle	In: International Journal of Early Years Education, 28 (2020) 2, S.136-150 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boldermo, Sidsel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1765089
Schlagwörter	Sense of Community; Peer Groups; Kindergarten; Foreign Countries; Preschool Children; Caring; Group Dynamics; Inclusion; Group Membership; Peer Relationship; Peer Acceptance; Helping Relationship; Student Diversity; Migrant Children; Refugees; Norway + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Care; Pflege; Sorge; Betreuung; Gruppendynamik; Inklusion; Gruppenzugehörigkeit; Peer-Beziehungen; Helfende Beziehung; Flüchtling; Norwegen
Abstract	With the aim of developing new knowledge on inclusive practices for young children in early childhood education, the following research question was explored: what characterises young children's negotiations of belonging and togetherness in a diverse peer group in kindergarten? Data from field work in a young children's group in a multicultural kindergarten in Norway formed basis for the present study's analysis, which was conducted within a cultural-historical framework. The findings revealed that the two-year-olds' everyday institutional lives were influenced by features in the peer culture and characterised by fleeting moments of caring and sharing, shared joint experiences and ongoing negotiations of mutual bonds, hierarchies and group boundaries. Although the findings did not reveal any differences along ethnic or cultural lines when it came to the two-year-olds' negotiations of belonging and togetherness, the fact that the peer culture already at this age included the application of hierarchies and symbol systems, calls for kindergarten teachers' awareness in order to secure inclusive practices for young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01