The study draws on a relational and intersectional approach to young children’s belonging in Finnish educational settings. Belonging is conceptualized as a multilevel, dynamic, and relationally constructed phenomenon. The aim of the study is to explore how children’s belonging is shaped in the intersections between macro-, meso-, and micro-levels of young children’s education in Finland. The data consist of educational policy documents and ethnographic material generated in educational programs for children aged birth to 8 years. A situational mapping framework is used to analyze and interpret the data across and within systems levels (macro-level; meso-level; and micro-level). The findings show that the landscape in which children’s belonging is shaped and the intersections across and within the levels are characterized by the tensions between similarities and differences, majority and minorities, continuity and change, authority and agency. Language used, practices enacted, and positional power emerge as the (re)sources through which children’s (un)belonging is actively produced.

这项研究采用了一种关系和交叉的方法来研究芬兰教育环境中的幼儿归属。归属被概念化为一种多层次的，动态的，相互关联的现象。这项研究的目的是探讨芬兰的幼儿教育的宏观，中间和微观层次之间的交汇处，儿童的归属是如何形成的。数据包含教育政策文件和在针对8岁以下儿童的教育计划中生成的人种志材料。情境映射框架用于分析和解释系统级别（宏观级别，中观级别和微观级别）之内和之内的数据。研究结果表明，儿童归属感的塑造以及跨水平和跨水平的交汇处的特征在于异同，多数和少数，连续性和变化，权威和代理之间的紧张关系。所使用的语言，所实行的习俗和位置权力是积极产生儿童（非）财产的（重新）资源。