Beyond Bullying: Understanding Children’s Exploration of Inclusion and Exclusion Processes in Kindergarten

Skoglund, Ruth Ingrid

doi:10.1007/978-3-030-36271-3_3

Cited by 7 publications

(15 citation statements)

References 36 publications

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“…Boldermo (2020) viser til at barns grenser og forhandlinger om deltakelse i ulike fellesskap også er relatert til en form for likhet ved å ha de samme objektene/lekene og ytre kjennetegn på klaer, og at barn kan uttrykke relasjonelle hierarkier og grenser gjennom betegnelser på hvem som er bestevenn og hvem som er invitert eller utelatt i ritualer som eksempelvis bursdagsfeiringer. Flere studier påpeker at barns forhandlinger om deltakelse er en pågående bevegelse som fører til at barn kontinuerlig skaper og endrer på posisjoner med hensyn til hvem som er inkludert og ekskludert (Boldermo, 2020;Juutinen et al, 2018;Skoglund, 2020). Barns ekskluderinger fremheves videre som et fenomen som bør ta hensyn til en spenning mellom det individuelle og det kollektive (Juutinen et al, 2018;Nergaard, 2020).…”

Section: Tidligere Forskningunclassified

“…Barna gir uttrykk for hyppige skifter av grupperinger og etableringer av ulike fellesskap, og således forekommer det også kontinuerlige brudd og sosiale ekskluderinger. Disse funnene støttes opp av tidligere studier som viser til at barns inkluderinger og ekskluderinger er en kontinuerlig og dynamisk prosess (Boldermo, 2020;Juutinen et al, 2018;Skoglund;. Som tidligere nevnt fremhever Fanger et al (2012) i sin studie at det forekommer ekskluderinger hvert 6,6. minutt.…”

Section: Brudd Og Ekskluderingerunclassified

“…Barn som ekskluderes uttrykker selv et ønske om emosjonell og sosial støtte fra ansatte i barnehagen (Nergaard, 2020). Flere studier påpeker betydningen av en praksis der ansatte i barnehagen observerer og utvikler en god forståelse av dynamikken og grensearbeidet i barns fellesskaper (Nergaard, 2020;Olafsdottir & Enarsdottir, 2021;Skoglund, 2020).…”

Section: Ulike Barnefellesskapunclassified

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Brudd og sosial ekskludering i ulike barnefellesskap

Rosell

2022

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Denne artikkelen undersøker barns uttrykk for brudd og sosial ekskludering i ulike barnefellesskap gjennom videoobservasjoner av 134 interaksjoner mellom barn (4–5 år) under frilek. Datamaterialet er analysert ut fra en forståelse av barnehagen som et perseptuelt meningsfelt, fellesskapets ulike dimensjoner, tilhørighet og tilhørighetspolitikk og uttrykk for sosial mestring. Studien viser til at det foregår ulike skifter i grupperinger og etableringer av ulike barnefellesskap, der det også hyppig gis uttrykk for brudd og ekskluderinger. Barn gir uttrykk for tre former for sosial ekskludering (direkte, indirekte og planlagt), og sosial mestring uttrykkes som handlingsfokusert (eksempelvis forhandle/komme med forslag) og emosjonsfokusert (eksempelvis gråt/beskytte seg selv). Artikkelen diskuterer skiller mellom naturlige samspillsbrudd og ekskluderinger, barns personlige og kollektive ekskluderinger og sosial mestring, barnefellesskapenes innhold og grenser, og hvordan dette kan relateres til barnehagens arbeid med ekskludering og barns opplevelse av tilhørighet. Social exclusion and peer-communities in preschoolThis article explores children’s expression of social exclusion through 134 video observations of children’s (4–5 years of age) interactions during playtime in an ECEC-setting in Norway. The data material is analyzed based on an understanding of the ECEC-setting as a perceptual field, different dimensions in the communities, politics of belonging and borderwork and social coping. The article emphasizes an ongoing change in re-grouping and establishment of different communities between the children. Three different forms of social exclusion are prominent – direct, indirect and planned exclusion. The children express social coping as action-based (e.g., negotiate, physical reactions) and emotion-based (e.g., connect to other children’s emotionally expressions, emotions as crying, protect themselves). The article discusses children’s personal and collective exclusions and social coping, the content and borderwork in different peer-communities, and how this can be related the ECEC-settings work and understanding of social exclusion and children’s experiences of belonging.

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Section: Tidligere Forskningunclassified

Section: Brudd Og Ekskluderingerunclassified

Section: Ulike Barnefellesskapunclassified

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Brudd og sosial ekskludering i ulike barnefellesskap

Rosell

2022

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“…A similar ambivalence and complexity of explorative activities were found in a case study of children's play exploration. Ruth Ingrid Skoglund analyzed how children explore relations that she described as ongoing inclusion and exclusion processes in play activities, which can seem like a complex exploration of power relations [37]. These studies offer narratives where exploration can lead in skewed directions, requiring teachers' responses to intervene and provide guidance.…”

Section: Conceptualizing "Exploration" In the Wider Context Of Ececmentioning

confidence: 99%

Reimagining “Collaborative Exploration”—A Signature Pedagogy for Sustainability in Early Childhood Education and Care

Ødegaard

2021

Sustainability

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The purpose of this article is to identify the components and features of a signature pedagogy for sustainability in early childhood education and care to respond to the call for tradition and innovation in early childhood education. Collaborative exploration is proposed as a pedagogical strategy, a relevant mode of action for sustainable practice. This is a conceptual article that recalls the origins of early childhood pedagogy and uses an exemplary empirical narrative from a recent study to illustrate collaborative exploration in an early childhood educational setting. The outlining of the key features of collaborative exploration is furthermore inspired by dialogism. This article provides an argument against mainstream understandings of pedagogical strategies for early childhood education, which are often based on instrumental program approaches, emphasizing the transmission of information in a traditional classroom setting. It is argued that practices of collaborative exploration are embodied in a way that is aligned with the tradition of child-centered early years pedagogy. Moreover, they are crucial to ensuring that all participating children are given responsive support to become members of ecologically, socially and culturally sustainable educational practices, strengthening children’s resilience and agency and inclusive education. The article’s value lies in its potential to support teachers’ thinking and practice in recognizing and articulating collaborative exploration as a signature pedagogy.

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“…Over the past decades, European countries have confronted new social realities characterised by increasing diversity, mobility and pluralism, that challenge the traditional monocultural bases of education (García-Sánchez and Nazimova, 2017). There is a growing concern about children's marginalisation, as there is evidence that even young children encounter exclusion, rejection, withdrawal and bullying in educational settings (Juutinen, 2018;Skoglund, 2020;Urban, 2015). Promoting children's belonging in a diverse and mobile world is addressed as a crucial challenge for education in the 21 st century (Healy and Richardson, 2017).…”

Section: Introductionmentioning

confidence: 99%

Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image

Puroila

Emilson

Pálmadóttir

et al. 2021

European Educational Research Journal

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European quality framework for early childhood education and care calls for creating environments that support all children’s sense of belonging. This study aims to advance empirical knowledge on educators’ interpretations of children’s belonging in early education settings. The study is part of a project conducted in five European countries – Finland, Iceland, the Netherlands, Norway and Sweden. The following research question guides the study: How do educators interpret children’s belonging in early education across borders? The study draws from the theory of the politics of belonging by Yuval-Davis and employs ‘thinking and talking with an image’ as a methodological approach. The findings explicate educators’ taken-forgranted categorisations, thus portraying their views about educational settings as sites for children’s belonging. Opposing, joint play and being alone were identified as emotionally loaded interactions that educators interpreted as significant for children’s belonging. The educators emphasised democratic values, such as diversity, participation, equality and equity. However, they viewed diverse tensions in embodying democratic values in a diverse group. The shared basis of the profession appeared as a more significant basis for educators’ interpretations than the different societal contexts. The study encourages educators and researchers in European countries to collaborate in promoting children’s belonging.

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Beyond Bullying: Understanding Children’s Exploration of Inclusion and Exclusion Processes in Kindergarten

Cited by 7 publications

References 36 publications

Brudd og sosial ekskludering i ulike barnefellesskap

Brudd og sosial ekskludering i ulike barnefellesskap

Reimagining “Collaborative Exploration”—A Signature Pedagogy for Sustainability in Early Childhood Education and Care

Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image

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