This article uses the concept of ‘superdiversity’ as a lens through which various conceptualisations of diversity in Norwegian early childhood education and care policies and professionals’ understandings are made visible. Although Norwegian early childhood education and care is expected to highlight, value, and promote diversity and mutual respect, little has been written on how diversity is actually understood by professionals as part of early childhood education and care institutional practice. On the basis of interviews with 2 migration pedagogues, 10 early childhood education and care teachers, and 15 early childhood education and care teacher education students, the following conceptualisations of diversity were reconstructed: diversity as embodied by different children and families; diversity as a social context for every child’s becoming; and diversity as equal participation. Each of these accounts involved ways of working with children and families from minority and majority backgrounds, and ‘diversity as a social context for every child’s becoming’ seemed to be most in line with the Norwegian curriculum. The curriculum focuses on the process of formative development/becoming, which overlaps with and may be meaningfully supplemented by superdiversity. However, superdiversity as a sociological concept requires careful operationalisation in dialogue with the field and its empirics .

中文翻译：

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超级多样性作为挪威幼儿教育和保育多样性的轨迹：从差异的集合到参与和成为

本文使用“超级多样性”的概念作为一个镜头，通过它可以了解挪威幼儿教育和保育政策中的各种多样性概念以及专业人士的理解。尽管挪威的幼儿教育和保育有望突出、重视和促进多样性和相互尊重，但关于专业人士如何将多样性真正理解为幼儿教育和保育机构实践的一部分的文章却很少。在对 2 名移民教师、10 名幼儿教育和保育教师和 15 名幼儿教育和保育教师教育学生的访谈的基础上，重构了以下多样性概念：不同儿童和家庭所体现的多样性；多样性作为每个孩子成长的社会环境；和多样性作为平等参与。这些描述中的每一个都涉及与来自少数族裔和多数族裔背景的儿童和家庭一起工作的方式，“多样性作为每个孩子成长的社会背景”似乎最符合挪威的课程。课程侧重于形成性发展/成为的过程，它与超级多样性重叠并可能得到有意义的补充。然而，作为一个社会学概念的超级多样性需要在与该领域及其经验的对话中谨慎操作。课程侧重于形成性发展/成为的过程，它与超级多样性重叠并可能得到有意义的补充。然而，作为一个社会学概念的超级多样性需要在与该领域及其经验的对话中谨慎操作。课程侧重于形成性发展/成为的过程，它与超级多样性重叠并可能得到有意义的补充。然而，作为一个社会学概念的超级多样性需要在与该领域及其经验的对话中谨慎操作。