Educators’ interpretations of children’s belonging across borders:thinking and talking with an image
Abstract 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 pa...
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ftunivoulu:oai:oulu.fi:nbnfi-fe2022012510077 2023-07-30T04:04:25+02:00 Educators’ interpretations of children’s belonging across borders:thinking and talking with an image Puroila, A.-M. (Anna-Maija) Emilson, A. (Anette) Pálmadóttir, H. (Hrönn) Piškur, B. (Barbara) Tofteland, B. (Berit) 2021 application/pdf http://urn.fi/urn:nbn:fi-fe2022012510077 eng eng SAGE Publications info:eu-repo/semantics/openAccess © The Author(s) 2021. Reprinted by permission of SAGE Publications. belonging children cross-cultural early childhood education educator interpretation visual methodologies info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion 2021 ftunivoulu 2023-07-12T22:59:26Z Abstract 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 Jultika - University of Oulu repository Norway |
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Jultika - University of Oulu repository |
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English |
topic |
belonging children cross-cultural early childhood education educator interpretation visual methodologies |
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belonging children cross-cultural early childhood education educator interpretation visual methodologies Puroila, A.-M. (Anna-Maija) Emilson, A. (Anette) Pálmadóttir, H. (Hrönn) Piškur, B. (Barbara) Tofteland, B. (Berit) Educators’ interpretations of children’s belonging across borders:thinking and talking with an image |
topic_facet |
belonging children cross-cultural early childhood education educator interpretation visual methodologies |
description |
Abstract 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. |
format |
Article in Journal/Newspaper |
author |
Puroila, A.-M. (Anna-Maija) Emilson, A. (Anette) Pálmadóttir, H. (Hrönn) Piškur, B. (Barbara) Tofteland, B. (Berit) |
author_facet |
Puroila, A.-M. (Anna-Maija) Emilson, A. (Anette) Pálmadóttir, H. (Hrönn) Piškur, B. (Barbara) Tofteland, B. (Berit) |
author_sort |
Puroila, A.-M. (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://urn.fi/urn:nbn:fi-fe2022012510077 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Iceland |
genre_facet |
Iceland |
op_rights |
info:eu-repo/semantics/openAccess © The Author(s) 2021. Reprinted by permission of SAGE Publications. |
_version_ |
1772815859855654912 |