Positioning the notion of group in children’s learning: an Australian study

Abstract

Current research and literature emphasize the crucial role of group experiences in children’s learning during early childhood. However, despite the frequent use of the term ‘group’, little attention has been paid to its position in children’s learning and the diverse perspectives that inform it. This study addressed this gap by applying a tri-partite lens, considering the perspectives of young children, parents and teachers in three preschools in Australia. We defined group broadly as any social context within preschool environments. Data were collected through focus group discussions with 24 children, individual interviews with six teachers and questionnaires completed by 48 parents in the preschools. The findings have conceptualised group as a complex interweaving of various elements, involving the dynamic tensions and relationships between children’s needs and adults’ expectations and practices. Central to this is the exploration of self and others, and an understanding of how children's desires for togetherness and belonging could stimulate thinking about what it means to be learning in groups.