Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image
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 p...
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crsagepubl:10.1177/14749041211065878 2024-05-12T08:05:54+00:00 Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image Puroila, Anna-Maija Emilson, Anette Pálmadóttir, Hrönn Piškur, Barbara Tofteland, Berit NordForsk 2021 http://dx.doi.org/10.1177/14749041211065878 http://journals.sagepub.com/doi/pdf/10.1177/14749041211065878 http://journals.sagepub.com/doi/full-xml/10.1177/14749041211065878 en eng SAGE Publications http://journals.sagepub.com/page/policies/text-and-data-mining-license European Educational Research Journal volume 22, issue 3, page 325-346 ISSN 1474-9041 1474-9041 Education journal-article 2021 crsagepubl https://doi.org/10.1177/14749041211065878 2024-04-18T08:33:25Z 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. Article in Journal/Newspaper Iceland SAGE Publications Norway European Educational Research Journal 147490412110658 |
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English |
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Education |
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Education Puroila, Anna-Maija Emilson, Anette Pálmadóttir, Hrönn Piškur, Barbara Tofteland, Berit Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image |
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Education |
description |
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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NordForsk |
format |
Article in Journal/Newspaper |
author |
Puroila, Anna-Maija Emilson, Anette Pálmadóttir, Hrönn Piškur, Barbara Tofteland, Berit |
author_facet |
Puroila, Anna-Maija Emilson, Anette Pálmadóttir, Hrönn Piškur, Barbara Tofteland, Berit |
author_sort |
Puroila, Anna-Maija |
title |
Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image |
title_short |
Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image |
title_full |
Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image |
title_fullStr |
Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image |
title_full_unstemmed |
Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image |
title_sort |
educators’ interpretations of children’s belonging across borders: thinking and talking with an image |
publisher |
SAGE Publications |
publishDate |
2021 |
url |
http://dx.doi.org/10.1177/14749041211065878 http://journals.sagepub.com/doi/pdf/10.1177/14749041211065878 http://journals.sagepub.com/doi/full-xml/10.1177/14749041211065878 |
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Norway |
geographic_facet |
Norway |
genre |
Iceland |
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Iceland |
op_source |
European Educational Research Journal volume 22, issue 3, page 325-346 ISSN 1474-9041 1474-9041 |
op_rights |
http://journals.sagepub.com/page/policies/text-and-data-mining-license |
op_doi |
https://doi.org/10.1177/14749041211065878 |
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European Educational Research Journal |
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147490412110658 |
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1798848284911992832 |