Belonging and Participation at Stake. Polish Migrant Children about (Mis)Recognition of Their Needs in Norwegian ECECs

Autor/in	Sadownik, Alicja
Titel	Belonging and Participation at Stake. Polish Migrant Children about (Mis)Recognition of Their Needs in Norwegian ECECs
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 6, S.956-971 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1533711
Schlagwörter	Early Childhood Education; Immigrants; Cultural Differences; Play; Learning Activities; Cultural Capital; Cooperation; Student Participation; Foreign Countries; Social Influences; Student Needs; Popular Culture; Acculturation; Student Adjustment; Language Usage; Peer Relationship; Kindergarten; Poland; Norway + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Immigrant; Immigrantin; Immigranten; Kultureller Unterschied; Spiel; Lernaktivität; Co-operation; Kooperation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Sozialer Einfluss; Popkultur; Akkulturation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sprachgebrauch; Peer-Beziehungen; Polen; Norwegen
Abstract	In the European context, Early Childhood Education and Care (ECEC) is seen as the foundation for later success in life in terms of educational performance, well-being, and social integration. The Nordic model is known for recognizing the inherent value of childhood and organizing ECEC services around children's play, cooperation, and participation. However, non-Nordic children's access to these services and their participation in them remain concerns. This paper reports on a study with ten Polish children, who share with the researcher their experiences in Norwegian ECECs and their transition to Norway. The results underscore "belonging" and "participation" in the main ECEC activities as aspects of great importance. Participation in a play-based ECEC, however, depends on children's capital, which is devalued during migration. The findings presented in this paper address various pedagogical approaches for including newcomer children in ECECs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01