Currently, little research exists on social studies within the context of Norwegian early childhood education and care, and how early childhood teachers work to familiarise children with social studies contexts . This article is a scoping literature review offering a preliminary research agenda. Its aim is to explore the ways in which the early childhood teacher can work to ensure young learners’ social studies education with a specific focus on cultural diversity and subsequent educational challenges. The research question guiding the article asks: How does previous educational research show that early childhood teachers can use social studies to address diversity with and amongst children? The analysis uncovers 4 scopes of research across 26 international and national studies. Previous research has contributed with knowledge in the areas of cultural diversity, anti-discrimination, human rights, and community and society as a means to familiarise children with diversity and related matters. Each scope addresses the knowledge status and opportunities for future research within each area. Based on the analysis, the author discusses the critical educational challenge of a paradox in familiarising children with diversity, where the early childhood teacher risks conveying biased information and stereotypical views, and highlighting cultures in discriminatory ways.

中文翻译：

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幼儿教育和保育中的社会研究：关注多样性的范围审查

目前，关于挪威幼儿教育和保育背景下的社会研究，以及幼儿教师如何让儿童熟悉社会研究背景的研究很少。本文是一份范围界定的文献综述，提供了初步的研究议程。其目的是探索幼儿教师如何工作以确保年轻学习者的社会研究教育，特别关注文化多样性和随后的教育挑战。指导本文的研究问题是：以前的教育研究如何表明幼儿教师可以利用社会研究来解决儿童之间和儿童之间的多样性问题？该分析揭示了 26 项国际和国家研究的 4 个研究范围。以前的研究贡献了文化多样性、反歧视、人权以及社区和社会领域的知识，作为让儿童熟悉多样性和相关问题的一种手段。每个范围都涉及每个领域内未来研究的知识状态和机会。在分析的基础上，作者讨论了让儿童熟悉多样性的悖论所面临的关键教育挑战，其中幼儿教师可能会传达有偏见的信息和陈规定型观点，并以歧视性的方式突出文化。