Managing Categories: The Role of Social Technology in Kindergarten Teachers' Work to Promote Early Intervention and Integration

Autor/inn/en	Kimathi, Eric; Nilsen, Ann Christin Eklund
Titel	Managing Categories: The Role of Social Technology in Kindergarten Teachers' Work to Promote Early Intervention and Integration
Quelle	In: Contemporary Issues in Early Childhood, 24 (2023) 4, S.425-437 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kimathi, Eric) ORCID (Nilsen, Ann Christin Eklund)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14639491211045419
Schlagwörter	Foreign Countries; Early Intervention; Integrated Curriculum; At Risk Students; Technology; Refugees; Classification; Communications; Interpersonal Relationship; Preschool Teachers; Norway + Suchen Sie Ihr Suchwort? Ausland; Technologie; Flüchtling; Classification system; Klassifikation; Klassifikationssystem; Nachrichtenwesen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Norwegen
Abstract	Early intervention and integration are highly valued ideals in kindergartens in Norway. Building on two research projects informed by institutional ethnography, the authors address how kindergarten teachers 'do' early intervention and integration in their everyday work. They argue that this work largely revolves around managing categories, whether making categories fit people or making people fit categories. In this work, the kindergarten teachers rely on social technology that is influenced by a 'psy-discourse'. Despite good intentions, the social technology and the professionals' use of it ends up constructing the categories they are intended to help or 'heal'. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01