Skip to main content

Practicing Belonging in Kindergarten: Children’s Use of Places and Artifacts

  • Chapter
  • First Online:
Nordic Families, Children and Early Childhood Education

Part of the book series: Studies in Childhood and Youth ((SCY))

Abstract

Boldermo presents a summary of the relationship between early childhood education for social sustainability and migrant children’s negotiations of social identity and belonging in early childhood. Focusing on the football and the football pitch, the chapter draws attention to how children’s practices of belonging can be understood through their use of artifacts and places in the kindergarten. Fieldnotes, photographs and small stories from fieldwork in a multicultural kindergarten in Norway are the basis for this analysis of a migrant child’s use of the football and the football pitch. The analysis is conducted within a cultural-historical framework. The conclusion is that artifacts and places serve as tools for negotiating a social identity and practice belonging to a community.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 16.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    In the new 2017 Norwegian curriculum document for kindergarten, the holistic process of development and learning has been continued, and the focus on sustainability has increased.

  2. 2.

    This means that the data collection and retention, as well as the participants’ anonymity, have been safeguarded in accordance with the applicable regulations. The Guidelines for Research Ethics in the Social Sciences, Humanities, Law and Theology (Guidelines for Research Ethics in the Social Sciences, Humanities, Law and Theology, 2016) states that researchers who involve children in their research have a particular responsibility to protect the participants in the study.

  3. 3.

    The video recordings were not analyzed in Nvivo, due to technical issues.

References

  • Ärlemalm-Hagsér, E., & Davis, J. (2014). Examining the Rhetoric: A Comparison of How Sustainability and Young Children’s Participation and Agency Are Framed in Australian and Swedish Early Childhood Education Curricula. Contemporary Issues in Early Childhood, 15(3), 231–244. https://doi.org/10.2304/ciec.2014.15.3.231

    Article  Google Scholar 

  • Ärlemalm-Hagsér, E., & Elliott, S. (2017). Special Issue: Contemporary Research on Early Childhood Education for Sustainability. International Journal of Early Childhood, 49(3), 267–272. https://doi.org/10.1007/s13158-017-0207-3

    Article  Google Scholar 

  • Ärlemalm-Hagsér, E., & Sundberg, B. (2016). Naturmöten och källsortering; en kvantitativ studie om lärande för hållbar utveckling i förskolan. Nordina (elektronisk resurs), 12, 140–156.

    Article  Google Scholar 

  • Boldermo, S., & Ødegaard, E. E. (2019). What about the Migrant Children? The State-of-the-Art in Research Claiming Social Sustainability. Sustainability, 11(2), 459.

    Article  Google Scholar 

  • Chaiklin, S. (2011). A Conceptual Perspective for Investigating Motive in Cultural-Historical Theory. In M. Hedegaard, A. Edwards, & M. Fleer (Eds.), Motives in Children’s Development: Cultural-Historical Approaches. Cambridge University Press.

    Google Scholar 

  • Craith, M. (2012). Narratives of Place, Belonging and Language: An Intercultural Perspective. London: Palgrave Macmillan.

    Book  Google Scholar 

  • Dahlstedt, M., Fejes, A., Olson, R. L., & Sandberg, F. (2017). Longing to Belong: Stories of (Non) Belonging in Multi-ethnic Sweden. Nordic Journal of Migration Research, 7(4), 197–204.

    Article  Google Scholar 

  • Davis, J., & Elliott, S. (Eds.). (2014). Research in Early Childhood Education for Sustainability. International Perspectives and Provocations. New York: Routledge.

    Google Scholar 

  • Duhn, I. (2012). Places for Pedagogies, Pedagogies for Places. Contemporary Issues in Early Childhood, 13(2), 99–107. https://doi.org/10.2304/ciec.2012.13.2.99

    Article  Google Scholar 

  • Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., et al. (2013). The Impact of Professional Development on Early Childhood Educators’ Confidence, Understanding and Knowledge of Education for Sustainability. Environmental Education Research, 20(5), 1–20. https://doi.org/10.1080/13504622.2013.833591

    Article  Google Scholar 

  • Engel, S. (2005). Narrative Analysis of Children’s Experience. In S. Greene & D. Hogan (Eds.), Researching Children’s Experience: Methods and Approaches. London: Sage.

    Google Scholar 

  • Eriksen, K. G. (2013). Why Education for Sustainable Development Needs Early Childhood Education: The Case of Norway. Journal of Teacher Education for Sustainability, 15(1), 107–120. https://doi.org/10.2478/jtes-2013-0007

    Article  Google Scholar 

  • Garvis, S., Ødegaard, E. E., & Lemon, N. (2015). Beyond Observations. Narratives and Young Children. Rotterdam, Netherlands: Sense Publishers.

    Book  Google Scholar 

  • Georgakopoulou, A. (2006). Thinking Big with Small Stories in Narrative and Identity Analysis. Narrative Inquiry, 16(1), 122–130. https://doi.org/10.1075/ni.16.1.16geo

    Article  Google Scholar 

  • Guidelines for Research Ethics in the Social Sciences, Humanities, Law and Theology. (2016). The Norwegian National Research Ethics Committees. Retrieved from https://www.etikkom.no/globalassets/documents/english-publications/60127_fek_guidelines_nesh_digital_corr.pdf.

  • Gulløv, E., & Højlund, S. (2003). Feltarbejde blandt børn. Metodologi og etik i etnografisk børneforskning. København: Gyldendal.

    Google Scholar 

  • Hägglund, S., & Johansson, E. (2014). Belonging, Value Conflicts and Children’s Rights in Learning for Sustainability in Early Childhood. In J. M. Davis & S. Elliott (Eds.), Research in Early Childhood Education for Sustainability. International Perspectives and Provocations. New York: Routledge.

    Google Scholar 

  • Hammond, L.-L., Hesterman, S., & Knaus, M. (2015). What’s in Your Refrigerator? Children’s Views on Equality, Work, Money and Access to Food. International Journal of Early Childhood, 47(3), 367–384. https://doi.org/10.1007/s13158-015-0150-0

    Article  Google Scholar 

  • Hedegaard, M. (2008a). A Cultural-Historical Theory of Children’s Development. In M. Hedegaard & M. Fleer (Eds.), Studying Children. A Cultural-Historical Approach. Maidenhead: Open University Press.

    Google Scholar 

  • Hedegaard, M. (2008b). Principles for Interpreting Research Protocols. In M. Hedegaard & M. Fleer (Eds.), Studying Children. A Cultural-Historical Approach (pp. 46–64). Maidenhead: Open University Press.

    Google Scholar 

  • Hedegaard, M. (2009). Children’s Development from a Cultural-Historical Approach: Children’s Activity in Everyday Local Settings as Foundation for Their Development. Mind Culture and Activity, 16(1), 64–81. https://doi.org/10.1080/10749030802477374

    Article  Google Scholar 

  • Hedegaard, M. (2011). A Cultural-Historical Approach to Children’s Development of Multiple Cultural Identities. In M. Kontopodis, C. Wulf, & B. Fichtner (Eds.), Children, Development and Education: Cultural, Historical, Anthropological Perspectives (Vol. 3). Dordrecht: Springer.

    Google Scholar 

  • Hedegaard, M. (2012). Analyzing Children’s Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach. Mind Culture and Activity, 19(2), 127–138. https://doi.org/10.1080/10749039.2012.665560

    Article  Google Scholar 

  • Juutinen, J. (2018). Inside or Outside? Small Stories about the Politics of Belonging in Preschools. Doctoral Thesis, University of Oulu.

    Google Scholar 

  • Kalkman, K., & Clark, A. (2017). Here We Like “Playing” Princesses—Newcomer Migrant Children’s Transitions within Day Care: Exploring Role Play as an Indication of Suitability and Home and Belonging. European Early Childhood Education Research Journal, 25(2), 292–304. https://doi.org/10.1080/1350293X.2017.1288020

    Article  Google Scholar 

  • Kraly, E. P., & Abbasi Shavazi, M. J. (2018). Epilogue: Advancing Demographic Analysis of Refugee and Forced Migration. In H. Graeme, M. J. Abbasi-Shavazi, & E. P. Kraly (Eds.), Demography of Refugee and Forced Migration I (Vol. 13, pp. 305–307). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-67147-5

    Chapter  Google Scholar 

  • Massey, D. (2005). Negotiating Nonhuman/Human Place. Antipode, 37(2), 353–357. https://doi.org/10.1111/j.0066-4812.2005.00497.x

    Article  Google Scholar 

  • May, V. (2013). Connecting Self to Society. Belonging in a Changing World. Basingstoke: Palgrave Macmillan.

    Book  Google Scholar 

  • Norwegian Directorate for Education and Training. (2017). Framework Plan for Kindergartens. Content and Tasks. Retrieved from https://www.udir.no/globalassets/filer/barnehage/rammeplan/framework-plan-for-kindergartens2-2017.pdf.

  • Nutbrown, C., & Clough, P. (2009). Citizenship and Inclusion in the Early Years: Understanding and Responding to Children’s Perspectives on ‘Belonging’. International Journal of Early Years Education, 17(3), 191–206. https://doi.org/10.1080/09669760903424523

    Article  Google Scholar 

  • Ødegaard, E. E. (2012). Meningsskaping i bruk av artefakter. In E. E. Ødegaard (Ed.), Barnehagen som danningsarena (pp. 91–110). Bergen: Fagbokforlaget.

    Google Scholar 

  • Ødegaard, E. E., & Pramling Samuelsson, I. (2016). Vårt felles ansvar for framtiden. Barnehagefolk, 33(03), 56–61.

    Google Scholar 

  • Powell, S., & Somerville, M. (2018). Drumming in Excess and Chaos: Music, Literacy and Sustainability in Early Years Learning. Journal of Early Childhood Literacy, 0(0), 1–23. https://doi.org/10.1177/1468798418792603

    Article  Google Scholar 

  • Pramling Samuelsson, I., & Park, E. (2017). How to Educate Children for Sustainable Learning and for a Sustainable World. Journal of OMEP: l’Organisation Mondiale pour l’Education Prescolaire, 49(3), 273–285. https://doi.org/10.1007/s13158-017-0197-1

    Article  Google Scholar 

  • Reunamo, J., & Suomela, L. (2013). Education for Sustainable Development in Early Childhood Education in Finland. Journal of Teacher Education for Sustainability, 15(2), 91–102. https://doi.org/10.2478/jtes-2013-0014

    Article  Google Scholar 

  • Riessman, C. K. (1993). Narrative Analysis (Vol. 30). Newbury Park, CA: Sage.

    Google Scholar 

  • Riessman, C. K. (2017). Narrativ analyse i samfundsvidenskaberne. In M. Järvinen & N. Mik-Meyer (Eds.), Kvalitativ analyse: syv traditioner. København: Hans Reitzel.

    Google Scholar 

  • Sageidet, B. M. (2014). Norwegian Perspectives on ECEfS. What Has Developed since the Bruntland Report? In J. E. Davis & S. Elliott (Eds.), Research in Early Childhood Education for Sustainability. International Perspectives and Provocations. London and New York: Routledge.

    Google Scholar 

  • Sageidet, B. M. (2015). Bærekraftig utvikling i barnehagen - bakgrunn og perspektiver. Norsk pedagogisk tidsskrift, 99(2), 110–123.

    Article  Google Scholar 

  • Skattebol, J. (2006). Playing Boys: The Body, Identity and Belonging in the Early Years. Gender and Education, 18(5), 507–522. https://doi.org/10.1080/09540250600881667

    Article  Google Scholar 

  • Somerville, M. (2010). A Place Pedagogy for ‘Global Contemporaneity’. Educational Philosophy and Theory, 42(3), 326–344. https://doi.org/10.1111/j.1469-5812.2008.00423.x

    Article  Google Scholar 

  • Somerville, M., & Williams, C. (2015). Sustainability Education in Early Childhood: An Updated Review of Research in the Field. Contemporary Issues in Early Childhood, 16(2), 102–117. https://doi.org/10.1177/1463949115585658

    Article  Google Scholar 

  • Steen-Olsen, T. (2013). Cultural Belonging and Peer Relations among Young People in Multi-ethnic Norwegian Suburbs. Nordic Studies in Education, 33, 314–328.

    Article  Google Scholar 

  • Stratigos, T., Bradley, B., & Sumsion, J. (2014). Infants, Family Day Care and the Politics of Belonging. International Journal of Early Childhood, 46(2), 171–186. https://doi.org/10.1080/00131857.2013.781495

    Article  Google Scholar 

  • Wastell, S. J., & Degotardi, S. (2017). ‘I Belong Here; I Been Coming a Big Time’: An Exploration of Belonging that Includes the Voice of Children. (Report). Australasian Journal of Early Childhood, 42(4), 38. https://doi.org/10.23965/AJEC.42.405

    Article  Google Scholar 

  • Winther-Lindqvist, D. (2011). Developing Social Identities and Motives in School Transitions. In M. Hedegaard, A. Edwards, & M. Fleer (Eds.), Motives in Children’s Development. Cultural-Historical Approaches (pp. 115–132). Cambridge University Press.

    Google Scholar 

  • Winther-Lindqvist, D. (2013). Playing with Social Identities: Play in the Everyday Life of a Peer Group in Day Care. In I. Schousboe & D. Winther-Lindqvist (Eds.), Children’s Play and Development: Cultural-Historical Perspectives (pp. 29–54). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Yin, R. K. (2014). Case Study Research: Design and Methods (5th ed.). Los Angeles, CA: SAGE.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Sidsel Boldermo .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Boldermo, S. (2019). Practicing Belonging in Kindergarten: Children’s Use of Places and Artifacts. In: Garvis, S., Harju-Luukkainen, H., Sheridan, S., Williams, P. (eds) Nordic Families, Children and Early Childhood Education. Studies in Childhood and Youth. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-16866-7_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-16866-7_4

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-16865-0

  • Online ISBN: 978-3-030-16866-7

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics