This article focuses on children’s perspectives of belonging to a place, in this case a Finnish preprimary school setting. This study explores “place-belonging” in photographs originally taken by the children in their preprimary school activities. “Photo-telling” was applied as a methodology to link narrative and visual approaches. The research data consist of 13 children’s photographs and group discussions, in which the children viewed the photographs with the researcher. The study shows that children’s belonging in the preprimary school was intertwined with various elements of the setting, including the people, activities, materiality, and institutional and cultural practices. The findings show how the children can make places of their own and contribute to the setting, how they build their own places, and how these places and associated structures affect the children’s actions. Play allows the children to gain familiarity and attachment to places, materials, and peers, hence building a sense of belonging to the preprimary school as a setting. Children’s photographs and storytelling activities provide educators with a significant means to support and understand children’s perspectives on place and belonging.

本文着眼于儿童对一个地方的归属感，在这种情况下，这是芬兰的学前教育环境。这项研究探索了孩子最初在学前活动中拍摄的照片中的“地点所属”。“讲故事”被用作一种将叙事和视觉方法联系起来的方法。研究数据包括13张儿童照片和小组讨论，其中儿童与研究人员一起查看了这些照片。研究表明，儿童在学前教育中的归属与环境的各种因素交织在一起，包括人，活动，物质性以及体制和文化习俗。研究结果表明，孩子们可以如何创造自己的位置并为环境做出贡献，如何建立自己的位置，以及这些地方和相关结构如何影响孩子的行为。游戏使孩子们对地方，材料和同伴更加熟悉和迷恋，从而建立了对学龄前儿童的归属感。儿童的照片和讲故事的活动为教育工作者提供了重要的手段，以支持和理解儿童对位置和归属感的看法。