A Sensory Landscape of Place as an Invitation to Belonging in Early Childhood Settings

Autor/inn/en	Cowie, Bronwen; Mitchell, Linda
Titel	A Sensory Landscape of Place as an Invitation to Belonging in Early Childhood Settings
Quelle	In: Early Childhood Folio, 25 (2021) 1, S.3-8 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0112-0530
Schlagwörter	Foreign Countries; Early Childhood Education; Immigrants; Cultural Maintenance; Acculturation; Adjustment (to Environment); Sensory Experience; Early Childhood Teachers; Teaching Methods; Family School Relationship; Stimuli; Islamic Culture; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Immigrant; Immigrantin; Immigranten; Akkulturation; Sinnerfahrung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Anreizsystem; Islam; Kultur; Neuseeland
Abstract	This article analyses data from a study that explored the role of early childhood education in supporting a sense of belonging for immigrant children and families in Aotearoa New Zealand, whilst sustaining their connections with homes and homelands. We draw on teachers' documentation of curriculum experiences, focus group discussions, and interviews to consider ways in which teachers purposely integrated sensory experiences from children's home countries within the curriculum in order to generate a sense of belonging. After introducing the topic and relevant literature, we describe the research design for the study and characteristics of the four participating early childhood centres. We then summarise representative comments about incorporation of the five senses within the centres, and set up an extended vignette of one centre. We assert that the sensory landscape of a place is a taken-for-granted and thus a largely overlooked aspect of early childhood pedagogy worthy of direct theory and practice attention. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01