University of Oulu

Kyrönlampi, T., Uitto, M. & Puroila, AM. Place, Peers, and Play: Children’s Belonging in a Preprimary School Setting. IJEC 53, 65–82 (2021). https://doi.org/10.1007/s13158-021-00285-9

Place, peers, and play : children’s belonging in a preprimary school setting

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Author: Kyrönlampi, Taina1; Uitto, Minna1; Puroila, Anna-Maija1
Organizations: 1Faculty of Education, University of Oulu, Pentti Kaiteran katu 1, 90570, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2021060734533
Language: English
Published: Springer Nature, 2021
Publish Date: 2021-06-07
Description:

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.

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Résumé

L’article se concentre sur le point de vue des enfants sur l’appartenance à un milieu pré-primaire finlandais en tant que lieu. Cette recherche explore « l’appartenance à un lieu» à partir de photographies prises à l’origine par les enfants dans le cadre de leurs activités à l’école maternelle. Le « photorécit» est appliqué comme méthodologie permettant de relier les approches narratives et visuelles. Les données de la recherche consistent en photographies de 13 enfants et en discussions de groupe au cours desquelles les enfants ont examiné les photographies avec le chercheur. La recherche montre que l’appartenance des enfants à l’école maternelle est entrelacée des divers éléments de leur milieu, y compris les personnes, les activités, le matériel ainsi que les pratiques institutionnelles et culturelles. Les résultats démontrent comment les enfants s’approprient les lieux et contribuent au milieu, comment ils construisent leurs propres lieux et comment ces lieux et les structures associées affectent les actions des enfants. Le jeu permet aux enfants de se familiariser et de s’attacher aux lieux, au matériel et aux pairs qui construisent l’appartenance à l’école maternelle comme milieu. Les photographies des enfants et les activités de narration fournissent aux éducateurs un moyen important pour soutenir et comprendre les points de vue des enfants sur le lieu et l’appartenance.

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Resumen

El presente artículo se enfoca en las perspectivas de pertenencia de niños a la escuela preescolar de Finlandia como lugar. Esta investigación explora la pertenencia a un lugar en fotografías originalmente tomadas por niños en sus actividades de preescolar. Se aplicó la metodología de “descripción de fotos” para combinar métodos narrativos y visuales. Los datos de investigación consisten en fotografías de 13 niños y discusiones grupales en las que los niños observan las fotografías con el investigador. La investigación muestra que el sentido de pertenencia de los niños a la escuela preescolar está interconectado con varios elementos contextuales incluyendo personas, actividades, materialidad y prácticas institucionales y culturales. Los hallazgos demuestran la forma en que los niños se apropian de los lugares y contribuyen a su contexto; la forma en la que construyen sus propios lugares; y la forma como esos lugares y las estructuras asociadas a dichos lugares afectan las acciones de los niños. El juego les permite a los niños familiarizarse y apegarse a los lugares, materiales y compañeros que construyen el sentido de pertenencia a la escuela preescolar como ambiente. Las actividades de relato y fotografías de los niños brindan a los educadores un medio importante para apoyar y comprender las perspectivas de los niños en cuanto a lugares y sentido de pertenencia.

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Series: International journal of early childhood
ISSN: 0020-7187
ISSN-E: 1878-4658
ISSN-L: 0020-7187
Volume: 53
Issue: 1; SI
Pages: 65 - 82
DOI: 10.1007/s13158-021-00285-9
OADOI: https://oadoi.org/10.1007/s13158-021-00285-9
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
515 Psychology
Subjects:
Funding: The article was supported by the research project Politics of belonging: Promoting children’s inclusion in educational settings across borders, which was funded by NordForsk (Project number 85644). Open access funding provided by University of Oulu including Oulu University Hospital.
Copyright information: © The Author(s) 2021. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
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