Hallmarks of Participation -- Children's Conceptions of How to Get Access to Communities in Norwegian Early Childhood Education and Care (ECEC)

Autor/inn/en	Ree, Marianne; Alvestad, Marit; Johansson, Eva
Titel	Hallmarks of Participation -- Children's Conceptions of How to Get Access to Communities in Norwegian Early Childhood Education and Care (ECEC)
Quelle	In: International Journal of Early Years Education, 27 (2019) 2, S.200-215 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ree, Marianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2019.1607262
Schlagwörter	Early Childhood Education; Student Participation; Hermeneutics; Preschool Children; Student Attitudes; Peer Acceptance; Democracy; Socialization; Trust (Psychology); Freedom; Social Responsibility; Foreign Countries; Peer Relationship; Personal Autonomy; Student Adjustment; Sense of Community; Norway + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hermeneutik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schülerverhalten; Demokratie; Socialisation; Sozialisation; Freiheit; Soziale Verantwortung; Ausland; Peer-Beziehungen; Individuelle Autonomie; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Norwegen
Abstract	This study focuses on children's participation in community and the research question is as follows: "What do children describe as hallmarks influencing their ability to participate in the ECEC community?" The study is based on a qualitative hermeneutic analysis of semi-structured group interviews with 12 five-year-old children from three different Norwegian ECEC institutions. How children express that they are included, mutually accepted and engaged with others are interpreted as hallmarks for participation. The main theoretical basis is Biesta's view of democracy as both action and a mode of togetherness, and also his understanding of education as socialisation, qualification and subjectification. The analysis of the group interviews resulted in five broad categories of the children's descriptions of their prerequisites for participation: trust, responsibility for others, adapting to the institutional rules, freedom to choose and refuse community, and common ground. At the end the findings are discussed and seen in relation to some implications for theory and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01