The aim of this research was to gain a deeper understanding of young children’s participation in a diverse peer culture within an Icelandic preschool and their sense of belonging in the preschool community. The participants were 12 children, aged 5–6 years. Data were constructed with each child while they engaged in a walking tour of the preschool in which children took photographs of features of interest as a basis for a subsequent conversation. Participant observations in the preschool classroom were also undertaken to understand in more detail the nature of children’s relationships with each other. Children with Icelandic backgrounds had more power and control in play activities than children with diverse backgrounds. Children who had been enrolled at the preschool for longer periods and who were more fluent in the Icelandic language had greater participatory opportunities than children with more recent enrolment and less experience with the Icelandic language. To ensure a more just preschool community in which all children experience belonging, teachers can encourage children to support and welcome other children’s different experiences and backgrounds, build communication skills and friendships.

这项研究的目的是为了更深入地了解幼儿在冰岛学龄前幼儿中参与多样化的同伴文化的方式以及他们在学龄前社区中的归属感。参与者是12名5至6岁的儿童。在每个孩子参加学前班的徒步旅行时，都要构建数据，在这个过程中，孩子们拍摄感兴趣的特征的照片作为后续对话的基础。还进行了学前班教室中的参与者观察，以更详细地了解孩子彼此之间关系的本质。与具有不同背景的儿童相比，具有冰岛背景的儿童在游戏活动中具有更大的力量和控制力。与入学时间较近，冰岛语经验较少的儿童相比，入学时间较长且流利的冰岛语儿童的参与机会更大。为了确保所有儿童都能拥有属于自己的学龄前社区，教师可以鼓励儿童支持和欢迎其他儿童的不同经历和背景，建立沟通技巧和建立友谊。