Spaces of early childhood: Spatial approaches in research on early childhood education and care

Bollig, Sabine; Millei, Zsuzsa

doi:10.2478/jped-2018-0001

Cited by 9 publications

(4 citation statements)

References 53 publications

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“…Finally, the places and their structures affect the children's opportunities to act. For example, because the day schedule frames children's use of the places, the relations between children and the preprimary school setting as a place are reciprocal, as previous research also has suggested (Bollig & Millei, 2018;Green & Turner, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Second, a place can be understood as a setting where everyday activities and social life occur. In this instance, preprimary schools are not viewed as neutral physical locations but as historically constructed institutions with the specific societal functions of normalizing and civilizing children of a particular age (Bollig & Millei, 2018). Finally, an individual's sense of place refers to their close identification with a place and with the community that inhabits it (Agnew, 2011).…”

Section: A Relational Approach To Children's Place-belongingmentioning

confidence: 99%

“…In this research, a relational approach to children's place-belonging challenges us to consider how children relate to the physical, material, institutional, cultural, and social aspects of the preprimary school as a place. In line with recent studies, we treat children's relationships within the preprimary school context as reciprocal (Bollig & Millei, 2018;Green & Turner, 2017). On the one hand, we assume that as an institutional educational context, the preprimary school introduces rules, routines, and cultural expectations that may restrict children's opportunities to relate to, utilize, and shape places.…”

Section: A Relational Approach To Children's Place-belongingmentioning

confidence: 99%

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Place, Peers, and Play: Children’s Belonging in a Preprimary School Setting

Kyrönlampi

Uitto

Puroila

2021

IJEC

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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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Section: Discussionmentioning

confidence: 99%

Section: A Relational Approach To Children's Place-belongingmentioning

confidence: 99%

Section: A Relational Approach To Children's Place-belongingmentioning

confidence: 99%

See 1 more Smart Citation

Place, Peers, and Play: Children’s Belonging in a Preprimary School Setting

Kyrönlampi

Uitto

Puroila

2021

IJEC

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“…Children and youth are one such important group. In the literature, a call can be heard to improve services and outcomes to (better) fit the needs of children and youth [23][24][25][26][27][28]. Available research and initiatives, from European Network for Children Cities, to United Nations Children's Fund s (UNICEF) child-responsive urban planning, to Bernard van Leer s Urban95, to urban childhood studies, to children s digital literacy, insights have been produced that in/directly are indicative of how children act, move, and live in today s cities and which urban infrastructure and (ICTs) services they may find useful, yet there is still work to be done in improving the dynamics between a child-centered perspective and a children s perspective [29][30][31][32].…”

Section: Introductionmentioning

confidence: 99%

The Right to the City in the Platform Age: Child-Friendly City and Smart City Premises in Contention

Graaf

2020

Information

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This article sought to develop a critical account of the ever-increasing role of ICTs in cities and urban governance discourses, captured by a growing interest to ‘smarten up’ our cities, for their inclusiveness of citizens more broadly, and that of children, in particular. In revisiting rights-based approaches, it gives particular attention to the (political) premises of two urban concepts, that is, child-friendly cities and smart cities. The focus here is on how these current concepts encompass and direct the make-up of children′s relationship to the city, which brings the question to the fore of ‘whose version is it?’ A predominant provider′s perspective and a normative discourse are revealed which seem to overlook emergent logics of children′s social needs and experiences in the city. It is therefore proposed to revisit and revise our existing ideas, thus critiquing the current potential of the emerging ‘rights-based’ agendas in improving outcomes for children by urging cities to become child-friendly in their smart city ideals.

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The Case of a Self-Developed Community of Learners Outdoors: Benefits and Challenges for Stay-at-Home-Moms and Their Toddlers

Ρέντζου

2021

Reconceptualizing Quality in Early Childhood Education, Care and Development

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Spaces of early childhood: Spatial approaches in research on early childhood education and care

Cited by 9 publications

References 53 publications

Place, Peers, and Play: Children’s Belonging in a Preprimary School Setting

Place, Peers, and Play: Children’s Belonging in a Preprimary School Setting

The Right to the City in the Platform Age: Child-Friendly City and Smart City Premises in Contention

The Case of a Self-Developed Community of Learners Outdoors: Benefits and Challenges for Stay-at-Home-Moms and Their Toddlers

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