Building children’s sense of community in a day care centre through small groups in play

Koivula, Merja; Hännikäinen, Maritta

doi:10.1080/09575146.2016.1180590

Cited by 28 publications

(59 citation statements)

References 29 publications

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“…Togetherness is sometimes a feeling of closeness that two persons share, like friendship, although the concept is often used in the context of a community, where it resembles sense of community (Koivula & Hännikäinen, 2017), and thus reflects the value attributed to community (cf. Fugelsnes et al, 2013;Pálmadóttir & Johansson, 2015).…”

Section: Livesmentioning

confidence: 99%

Values of well-being and togetherness in the early childhood education of younger children

Hännikäinen¹

2017

Values in Early Childhood Education

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Section: Livesmentioning

confidence: 99%

Values of well-being and togetherness in the early childhood education of younger children

Hännikäinen¹

2017

Values in Early Childhood Education

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“…The World Organization of Early Childhood Education has identified social exclusion as a potential high-risk situation for migrant and refugee children ('Declaration of the 68th OMEP ', 2016). Research on belonging and togetherness is a growing field in the international early childhood research context (Juutinen 2018;Koivula and Hännikäinen 2017;Nutbrown and Clough 2009;Stratigos, Bradley, and Sumsion 2014;Wastell and Degotardi 2017), and, in the last decade, early childhood research on belonging among migrant and refugee children has expanded (Guo and Dalli 2016;Kalkman and Clark 2017;Kernan 2010;Ljung Egeland 2019;Mitchell and Bateman 2018;Singer and de Haan 2010).…”

Section: Introductionmentioning

confidence: 99%

“…The research question was examined through an exploratory case study (Simons 2014;Yin 2014), and the unit of analysis was a young children's group in a multicultural kindergarten in Norway. Drawing on McMillan and Chavis (1986) and Koivula and Hännikäinen (2017), the concepts of membership and shared emotional connection, as elements in children's sense of community, formed the basis for exploring children's negotiations of belonging and togetherness in kindergarten. The analysis was conducted within a cultural-historical framework, inspired by Hedegaard's (2012) wholeness approach for researching children's participation and meaning making in institutional practices.…”

Section: Introductionmentioning

confidence: 99%

Fleeting moments: young children’s negotiations of belonging and togetherness

Boldermo

2020

International Journal of Early Years Education

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With the aim of developing new knowledge on inclusive practices for young children in early childhood education, the following research question was explored: what characterises young children's negotiations of belonging and togetherness in a diverse peer group in kindergarten? Data from field work in a young children's group in a multicultural kindergarten in Norway formed basis for the present study's analysis, which was conducted within a culturalhistorical framework. The findings revealed that the two-year-olds' everyday institutional lives were influenced by features in the peer culture and characterised by fleeting moments of caring and sharing, shared joint experiences and ongoing negotiations of mutual bonds, hierarchies and group boundaries. Although the findings did not reveal any differences along ethnic or cultural lines when it came to the two-year-olds' negotiations of belonging and togetherness, the fact that the peer culture already at this age included the application of hierarchies and symbol systems, calls for kindergarten teachers' awareness in order to secure inclusive practices for young children.

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“…Despite the research demonstrating that children's learning and development flourishes in a balance of both structured and unstructured preschool classroom settings (Siraj-Blatchford et al 2008;Sylva, Ereky-Stevens, and Aricescu 2015), researchers have found that preschool teachers often view teacher-managed settings, such as working in subgroups, as appropriate for academic instruction (Cabell et al 2013;Early et al 2010;Leggett and Ford 2013). Other studies have also emphasised the importance of group arrangements made in preschool in supporting young children's emotional interconnectedness (van Oers and Hännikäinen 2001), sense of community (Koivula and Hännikäinen 2017;Rogoff 2003) and friendship (Corsaro 2003).…”

Section: Introductionmentioning

confidence: 99%

Decision-making factors for group organising in Swedish preschools

Nasiopoulou

2020

International Journal of Early Years Education

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This study explores preschool teachers' considerations when organising children into subgroups in Swedish preschools. Grounded on interactionist perspectives and Bronfenbrenner's ecological systems theory, the study hypothesises that preschool teachers' practice of organising children into subgroups is embedded in and shaped through dynamic interactions with all actors and levels of the entire preschool system. Based on this theoretical framework, a hypothetical model has been specified that brings together variables related to children's characteristics, preschool teachers' interpersonal relationships and working conditions as well as preschools' organisational aspects. The sample consists of 698 preschool teachers from different preschools in 46 municipalities in Sweden who completed an online questionnaire. By applying Confirmatory Factor Analysis technique in evaluating the hypothesised model, the study's objective was to identify factors that determine preschool teachers' decisions when organising children into subgroups. The analysis identified a three-factor model where two residual but distinct factors, namely an interrelational and a structural factor, were nested under one general factor. The results suggest that organising children into subgroups in preschool is partly a collectively negotiated practice and partly closely connected to the complexities of preschool classrooms' actual conditions.

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Building children’s sense of community in a day care centre through small groups in play

Cited by 28 publications

References 29 publications

Values of well-being and togetherness in the early childhood education of younger children

Values of well-being and togetherness in the early childhood education of younger children

Fleeting moments: young children’s negotiations of belonging and togetherness

Decision-making factors for group organising in Swedish preschools

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