ABSTRACT

The study examines the views of children and educators with regards to belonging in one diverse preschool setting in Iceland. It builds on the ideology of the politics of belonging, referring to children’s relationships in the community of preschool, children’s participation, and the process of inclusion and exclusion among the children. This study is grounded in the fields of Childhood Studies and the Children’s Rights Movement, along with endeavours to conceptualize the space where children’s views are taken seriously and acted upon. Data construction was twofold. First, interviews were conducted with the children using computer tablets (reported elsewhere). The findings from the study with the children were then introduced to educators, who reflected on the children’s experiences. The findings inform three overarching themes: relationships; independence; and cultural constraints.

摘要

该研究调查了儿童和教育工作者对冰岛一个多样化的学前教育环境的归属感的看法。它建立在归属政治的意识形态之上，指的是学前班社区中儿童的关系、儿童的参与以及儿童之间包容和排斥的过程。本研究以儿童研究和儿童权利运动领域为基础，并努力概念化认真对待儿童意见并采取行动的空间。数据构建是双重的。首先，使用平板电脑（别处报道）对孩子们进行了采访。对孩子们的研究结果随后被介绍给教育工作者，他们对孩子们的经历进行了反思。调查结果揭示了三个总体主题：关系；独立; 和文化限制。