„They play together and are happy, it is just so nice“: Social relationships and the reality of foreign-origin pre-school children
Icelandic studies focusing on foreign-origin compulsory school children and adolescents have shown that they face challenging peer relations. They perceive their classmates as less supportive than Icelandic adolescents do (Eyrún María Rúnarsdóttir & Rúnar Vilhjálmsson, 2015), they have fewer fri...
| Published in: | Netla |
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| Main Authors: | , |
| Format: | Article in Journal/Newspaper |
| Language: | Icelandic |
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Menntavísindasvið Háskóla Íslands
2020
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| Subjects: | |
| Online Access: | https://ojs.hi.is/netla/article/view/3110 https://doi.org/10.24270/serritnetla.2019.35 |
| Summary: | Icelandic studies focusing on foreign-origin compulsory school children and adolescents have shown that they face challenging peer relations. They perceive their classmates as less supportive than Icelandic adolescents do (Eyrún María Rúnarsdóttir & Rúnar Vilhjálmsson, 2015), they have fewer friends, are teased, feel excluded (Hrefna Guðmundsdóttir & Hanna Ragnarsdóttir, 2013), and are more exposed to bullying (Þóroddur Bjarnason, 2006). According to Statistics Iceland 12% of preschool children are currently of foreign-origin (Hagstofa Íslands, 2018), but comparable studies investigating their social relations in the pre-school are not available. Available studies, however, suggest that lack of Icelandic language skills and conflicts between home-culture and school-culture limit the participation of foreign-origin pre-school children in the education practices taking place through free play, social interactions, and friendship relations (Brooker, 2002; Hanna Ragnarsdóttir, 2002).Respecting and meeting the needs of all children irrespective of their origin is emphasized at all school levels in line with the inclusive education policy of the Icelandic school system. Furthermore, in the National Curriculum Guide for Preschools (Mennta- og menningarmálaráðuneytið, 2011) social interactions and free play are presented as vital parts of pre-school children’s education. Also, to promote social skills and competences, developing understanding, respect and consideration for others.In this paper, a study conducted in pre-school with 5-6-year-old children of foreignorigin is presented. Providing insight into how foreign-origin children establish and navigate friendships, peer relations, and social interactions is a valuable tool in developing multicultural teaching and proper support.The aim of this qualitative research is to explore the social relations, play, and friendships of pre-school children of foreign-origin. The research questions are: How do children of foreign-origin experience social relations and ... |
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