Peer Culture in an Icelandic Preschool and the Engagement of Children with Diverse Cultural Backgrounds

Autor/inn/en	Ólafsdóttir, Sara Margrét; Einarsdóttir, Jóhanna
Titel	Peer Culture in an Icelandic Preschool and the Engagement of Children with Diverse Cultural Backgrounds
Quelle	In: International Journal of Early Childhood, 53 (2021) 1, S.49-64 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ólafsdóttir, Sara Margrét)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-021-00283-x
Schlagwörter	Preschool Children; Preschool Education; Educational Environment; Student Diversity; Power Structure; Student Characteristics; Language Skills; Language Usage; School Culture; Peer Relationship; Foreign Countries; Iceland + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Language skill; Sprachkompetenz; Sprachgebrauch; Schulkultur; Schulleben; Peer-Beziehungen; Ausland; Island
Abstract	The aim of this research was to gain a deeper understanding of young children's participation in a diverse peer culture within an Icelandic preschool and their sense of belonging in the preschool community. The participants were 12 children, aged 5-6 years. Data were constructed with each child while they engaged in a walking tour of the preschool in which children took photographs of features of interest as a basis for a subsequent conversation. Participant observations in the preschool classroom were also undertaken to understand in more detail the nature of children's relationships with each other. Children with Icelandic backgrounds had more power and control in play activities than children with diverse backgrounds. Children who had been enrolled at the preschool for longer periods and who were more fluent in the Icelandic language had greater participatory opportunities than children with more recent enrolment and less experience with the Icelandic language. To ensure a more just preschool community in which all children experience belonging, teachers can encourage children to support and welcome other children's different experiences and backgrounds, build communication skills and friendships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01