Who Belongs in Preschool? Perspectives of Children and Educators

Autor/inn/en	Einarsdottir, Johanna; Ólafsdóttir, Sara M.
Titel	Who Belongs in Preschool? Perspectives of Children and Educators
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 1, S.151-165 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Einarsdottir, Johanna) ORCID (Ólafsdóttir, Sara M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1916891
Schlagwörter	Preschool Education; Preschool Children; Preschool Teachers; Student Attitudes; Teacher Attitudes; Foreign Countries; Access to Education; Childrens Rights; Social Influences; Immigrants; Inclusion; Friendship; Peer Relationship; Peer Influence; Cultural Influences; Iceland + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Schülerverhalten; Lehrerverhalten; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; 'Children''s rights'; Kindesrecht; Sozialer Einfluss; Immigrant; Immigrantin; Immigranten; Inklusion; Freundschaft; Peer-Beziehungen; Cultural influence; Kultureinfluss; Island
Abstract	The study examines the views of children and educators with regards to belonging in one diverse preschool setting in Iceland. It builds on the ideology of the politics of belonging, referring to children's relationships in the community of preschool, children's participation, and the process of inclusion and exclusion among the children. This study is grounded in the fields of Childhood Studies and the Children's Rights Movement, along with endeavours to conceptualize the space where children's views are taken seriously and acted upon. Data construction was twofold. First, interviews were conducted with the children using computer tablets (reported elsewhere). The findings from the study with the children were then introduced to educators, who reflected on the children's experiences. The findings inform three overarching themes: relationships; independence; and cultural constraints. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01