Place, Peers, and Play: Children's Belonging in a Preprimary School Setting

Autor/inn/en	Kyrönlampi, Taina; Uitto, Minna; Puroila, Anna-Maija
Titel	Place, Peers, and Play: Children's Belonging in a Preprimary School Setting
Quelle	In: International Journal of Early Childhood, 53 (2021) 1, S.65-82 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-021-00285-9
Schlagwörter	Sense of Community; Early Childhood Education; Foreign Countries; Photography; Preschool Children; Play; Peer Relationship; Finland + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Fotografie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Peer-Beziehungen; Finnland
Abstract	This article focuses on children's perspectives of belonging to a place, in this case a Finnish preprimary school setting. This study explores "place-belonging" in photographs originally taken by the children in their preprimary school activities. "Photo-telling" was applied as a methodology to link narrative and visual approaches. The research data consist of 13 children's photographs and group discussions, in which the children viewed the photographs with the researcher. The study shows that children's belonging in the preprimary school was intertwined with various elements of the setting, including the people, activities, materiality, and institutional and cultural practices. The findings show how the children can make places of their own and contribute to the setting, how they build their own places, and how these places and associated structures affect the children's actions. Play allows the children to gain familiarity and attachment to places, materials, and peers, hence building a sense of belonging to the preprimary school as a setting. Children's photographs and storytelling activities provide educators with a significant means to support and understand children's perspectives on place and belonging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01