Social studies in early childhood education and care: A scoping review focusing on diversity

Abstract

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.

Performing nationalism – Sámi culture and diversity in early education in Norway

“…Educational institutions have long been viewed as mediators of dominant norms, values, and national belonging (Millei, 2019b). Increasingly, schools and kindergartens are also viewed as arenas for fostering cosmopolitan values and respect for diversity (Åkerblom and Harju, 2021; Alaca and Pyle, 2018; Duhn, 2014; Rosenberg, 2020; Sadownik, 2020,) and for preventing injustice and inequality (Dannesboe and Kjær, 2021). These intentions are also present in the Norwegian Framework Plan (Sadownik, 2020).…”

Hayat Bi̇lgi̇si̇ Ve Sosyal Bi̇lgi̇ler Dersi̇ni̇n Okul Öncesi̇ne Yansimalari

“…Dünyada Sosyal Bilgiler dersinin tarihinin yüz yıl, Türkiye'de ise 50 yıldan fazla bir birikime sahip olduğu göz önünde tutulunca tanım çeşitliliğinin zengin olduğu da görülecektir (Kaya & Öner, 2017). Bununla birlikte Dünya ve Türkiye örnekleri incelendiğinde Sosyal Bilgilerin erken çocukluk eğitimi ve bakımı açısından oldukça sınırlı sayıda araştırmaya rastlanmaktadır (Öner & Yiğit, 2021;Rosenberg, 2020;Uçuş-Güldalı & Demirbaş, 2017). Erken çocukluk eğitimi ve sosyal bilgiler ilişkisine dair en çok çalışmanın yapıldığı ülke ABD'dir (Uçuş-Güldalı & Demirbaş, 2017).…”