“There Is No Room for You!” The Politics of Belonging in Children’s Play Situations

Juutinen, Jaana; Puroila, Anna‐Maija; Johansson, Eva

doi:10.1007/978-3-319-75559-5_15

Cited by 20 publications

(23 citation statements)

References 25 publications

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“…Here, touch as an invitation begins by Minea directly rejecting Elviira’s touch and pushing her away. In earlier research, pushing away has been discussed as children’s one way of excluding some children from play (Juutinen et al, 2018). However, in this small story, pushing away appears as a meaningful part of how the children’s relation develops.…”

Section: Resultsmentioning

confidence: 99%

“…In previous research on children’s peer relations, touch has been in a marginal role (e.g. Corsaro, 2003; Hännikäinen, 2015; Juutinen et al, 2018). This article deepens theoretical understanding about touch in children’s peer relations: it shows touch as a multifaceted phenomenon and that the narrative environments of the preschools influence on touch in children’s relations.…”

Section: Concluding Discussionmentioning

confidence: 99%

“…Touch is present in the findings of these studies, but it is not the focus. For example, Juutinen et al (2018), who studied the politics of belonging, noticed that children construct belonging and exclusion via touch. Studies on rough-and-tumble play also show how physical interactions like wrestling and hitting one another can be viewed as a space where children can experiment with how to be in touch with each other (Peterson et al, 2018).…”

Section: Touch As a Part Of Children's Embodied Relationsmentioning

confidence: 99%

“…Previous research lacks focus on touch in children’s peer relations in preschools. Instead, the research has focused on children’s peer culture (Corsaro, 2003), children’s language and interactions (Cekaite and Björk-Willén, 2012), closeness and difference in peer relations (Jensen, 2018), the meaning of belonging and togetherness (Hännikäinen, 2018; Juutinen et al, 2018) and bullying (Repo and Repo, 2016). Touch is present in the findings of these studies, but it is not the focus.…”

Section: Touch As a Part Of Children’s Embodied Relationsmentioning

confidence: 99%

See 3 more Smart Citations

Touch in children’s everyday peer relations in preschools

2020

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The article explores how touch appears in children’s everyday peer relations in preschools. The narrative research material consists of video recordings produced in four Finnish preschools. Touch in children’s relations appeared as an invitation, an attempt to control and a conventional pattern. The findings show that narrative environments of the preschools produce, enable and limit touch in the children’s everyday peer relations. In terms of touch, children follow the practices created by educators and the wider society. However, the children also challenge these practices and the set limits, appearing as active agents in producing embodied acts of touch in preschools.

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Section: Resultsmentioning

confidence: 99%

Section: Concluding Discussionmentioning

confidence: 99%

Section: Touch As a Part Of Children's Embodied Relationsmentioning

confidence: 99%

Section: Touch As a Part Of Children’s Embodied Relationsmentioning

confidence: 99%

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Touch in children’s everyday peer relations in preschools

2020

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“…Put differently, what might spatial perspectives make possible in terms of enriching and deepening understandings of belonging that might otherwise be elusive? In our view, the spatial perspectives of the theorists we have drawn upon for this article have much to offer, in part because of their resonance with contemporary understandings of early years settings as complex, relational and dynamic sites in which belonging, in turn, must be understood as a complex, relational and dynamic phenomenon (see, for e.g., Juutinen, Puroila & Johansson, 2018;Kustatscher, 2017;Stratigos, 2015a;Sumsion & Wong, 2011). But they also extend existing understandings, for instance, by demanding attention to the relational and the granular materiality of ECEC and related settings in ways that, with notable exceptions (e.g., Millei & Cliff, 2014;Stratigos, 2015b), are arguably not yet common in the ECEC literature -especially in relation to infants.…”

Section: Reflectionsmentioning

confidence: 99%

Spatial perspectives on babies’ ways of belonging in infant early childhood education and care

Sumsion

Harrison

Stapleton

2018

Journal of Pedagogy

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In this article, we endeavour to think spatially about the texture of infants’ everyday lives and their ways of ‘doing’ belonging in the babies’ room in an Australian early childhood education and care centre. Drawing on data from a large, multiple case-study project, and on theorisations of space that reject Euclidean notions of space as empty, transparent, relatively inert containers into which people, objects practices and artefacts are inserted, and instead emphasise space as complex, dynamic and relational, we map the navigating movements (Massumi, 2002) of baby Nadia. Through the telling of ‘stories-so-far’ (Massey, 2005), we convey how Nadia, as part of a constellation or assemblage of human and non-human beings, found ways to intensify space and to mobilise new vantage points, thus expanding the spatial possibilities of what we initially took to be a particularly confined and confining space.

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Young Children’s Belonging in Finnish Educational Settings: an Intersectional Analysis

Puroila

Juutinen

Viljamaa

et al. 2021

IJEC

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The study draws on a relational and intersectional approach to young children’s belonging in Finnish educational settings. Belonging is conceptualized as a multilevel, dynamic, and relationally constructed phenomenon. The aim of the study is to explore how children’s belonging is shaped in the intersections between macro-, meso-, and micro-levels of young children’s education in Finland. The data consist of educational policy documents and ethnographic material generated in educational programs for children aged birth to 8 years. A situational mapping framework is used to analyze and interpret the data across and within systems levels (macro-level; meso-level; and micro-level). The findings show that the landscape in which children’s belonging is shaped and the intersections across and within the levels are characterized by the tensions between similarities and differences, majority and minorities, continuity and change, authority and agency. Language used, practices enacted, and positional power emerge as the (re)sources through which children’s (un)belonging is actively produced.

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“There Is No Room for You!” The Politics of Belonging in Children’s Play Situations

Cited by 20 publications

References 25 publications

Touch in children’s everyday peer relations in preschools

Touch in children’s everyday peer relations in preschools

Spatial perspectives on babies’ ways of belonging in infant early childhood education and care

Young Children’s Belonging in Finnish Educational Settings: an Intersectional Analysis

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