Currently, little research exists on social studies within the context of Norwegian early childhood education and care, and how early childhood teachers work to familiarise children with social studies contexts . This article is a scoping literature review offering a preliminary research agenda. Its aim is to explore the ways in which the early childhood teacher can work to ensure young learners’ social studies education with a specific focus on cultural diversity and subsequent educational challenges. The research question guiding the article asks: How does previous educational research show that early childhood teachers can use social studies to address diversity with and amongst children? The analysis uncovers 4 scopes of research across 26 international and national studies. Previous research has contributed with knowledge in the areas of cultural diversity, anti-discrimination, human rights, and community and society as a means to familiarise children with diversity and related matters. Each scope addresses the knowledge status and opportunities for future research within each area. Based on the analysis, the author discusses the critical educational challenge of a paradox in familiarising children with diversity, where the early childhood teacher risks conveying biased information and stereotypical views, and highlighting cultures in discriminatory ways.
This article focuses on human rights education (hre) situated in early childhood education and care (ecec). hre intends for children to become rights conscious subjects grounded in situations familiar to the child. Using critical discourse analysis of hre learning materials, I show how non-and intergovernmental organisations (ngo/igo s) include specific understandings of children as rights-subjects into their hre. I investigate what subject positions learning materials from three ngo/igo s offer children and how these positions inform hre for ecec. The findings demonstrate that the materials present a dichotomous image where societies are either compliant or non-compliant with human rights. This notion leads to the positioning of the activist and actionist rights subjects. The latter further positions some children as goals of the actionist´s actions. This has implications for the theory and practice of hre in ecec, as the positions of rights subjects guide hre in certain directions and legitimises these over other practices.
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