ABSTRACT

Norwegian Kindergartens are seen as one of the most important social infrastructures for all children below five years. Kindergarten attendance is a legal right for children from the age of one year in Norway, and consequently 97 per cent of children aged four to five years attend these institutions. However, we still have little knowledge to what extent children regardless of abilities can develop social capital and experience inclusion in Kindergarten. Our point of departure is a human rights perspective on children and a relational perspective on disability and materiality. Through a cross sectional multi-method study design, based on qualitative methods, we, in collaboration with children with and without disabilities identified which places indoors and outdoors these children defined to be comfortable and inclusive spaces, and what characterise them. All children preferred stable organisational structure, physically small places equipped with different types of construction materials and available and reliable staff. Children showed that (dis)abilities are a spatial phenomenon and thereby guide inclusive pedagogy closer to the dynamic between children, place, and space. Children’s preferences and meaning-making contrasts the pedagogical epistemology which manifests itself as fluid and flexible organisation, based on children’s ‘free choice’.

摘要

挪威幼儿园被视为所有五岁以下儿童最重要的社会基础设施之一。在挪威，上幼儿园是一岁以上儿童的合法权利，因此 97% 的四至五岁儿童就读于这些机构。然而，我们仍然知之甚少，无论能力如何，儿童在幼儿园能够在多大程度上发展社会资本和体验包容性。我们的出发点是关于儿童的人权观点以及关于残疾和物质的关系观点。通过基于定性方法的横断面多方法研究设计，我们与残疾儿童和非残疾儿童合作，确定了这些儿童在室内和室外的哪些地方被定义为舒适和包容的空间，以及它们的特征。所有孩子都喜欢稳定的组织结构、配备不同类型建筑材料的小地方以及可用可靠的工作人员。儿童表明（残疾）能力是一种空间现象，从而引导包容性教学法更接近儿童、地方和空间之间的动态。儿童的偏好和意义建构与教学认识论形成鲜明对比，后者表现为基于儿童“自由选择”的流动和灵活的组织。和空间。儿童的偏好和意义建构与教学认识论形成鲜明对比，后者表现为基于儿童“自由选择”的流动和灵活的组织。和空间。儿童的偏好和意义建构与教学认识论形成鲜明对比，后者表现为基于儿童“自由选择”的流动和灵活的组织。