scholarly journals Promoting Diversity and Belonging: Preschool Staff’s Perspective on Inclusive Factors in the Swedish Preschool

2021 ◽  
Vol 11 (3) ◽  
pp. 104
Author(s):  
Peter Karlsudd
Keyword(s):  
Preschool Children ◽  
The Netherlands ◽  
Work Environment ◽  
Sense Of Belonging ◽  
Early Years ◽  
Survey Study ◽  
Inclusive Preschool ◽  
Early Years Education ◽  
Research Questions ◽  
Pedagogical Approaches

This article reports the Swedish results and experiences from the survey study “Educators’ perspectives of belonging in early years education,” which was part of the research project “Politics of belonging: Promoting children’s inclusion in educational settings across borders”. The purpose of the survey study was to gain knowledge about the preschool staff’s perspective on factors and pedagogical approaches that promote diversity and belonging. The research questions and study instruments were co-produced by researchers from Finland, Iceland, Norway, the Netherlands and Sweden. This Swedish part reports the answers from 180 respondents/staff from preschools. The experiences and the way the results are analysed and discussed are entirely from the investigation conducted in Sweden. The results show that the staff’s work environment, values and working methods are important for an inclusive programme. Preschool children are a source of strength for building a sense of belonging for all children, and increased confidence in their ability provides better conditions for creating an inclusive preschool; that is, giving children more influence and trust promotes the sense of belonging. In addition to these results, the survey has provided important methodological experience and initiated a discussion on how the contact between academia and preschool programmes can be improved.

Associations Between Dutch LGBT Hate Crime Experience, Well-Being, Trust in the Police and Future Hate Crime Reporting

2020 ◽  
Vol 51 (3) ◽  
pp. 171-182
Author(s):  
Allard R. Feddes ◽  
Kai J. Jonas
Keyword(s):  
Psychological Distress ◽  
The Netherlands ◽  
Hate Crime ◽  
Well Being ◽  
Crime Victims ◽  
Crime Reporting ◽  
Survey Study ◽  
Psychological Well Being ◽  
Building Trust ◽  
Reporting Intentions

Abstract. LGBT-related hate crime is a conscious act of aggression against an LGBT citizen. The present research investigates associations between hate crime, psychological well-being, trust in the police and intentions to report future experiences of hate crime. A survey study was conducted among 391 LGBT respondents in the Netherlands. Sixteen percent experienced hate crime in the 12 months prior. Compared to non-victims, victims had significant lower psychological well-being, lower trust in the police and lower intentions to report future hate crime. Hate crime experience and lower psychological well-being were associated with lower reporting intentions through lower trust in the police. Helping hate crime victims cope with psychological distress in combination with building trust in the police could positively influence future reporting.

scholarly journals A survey study to validate a four phases development model for integrated care in the Netherlands

2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Mirella MN Minkman ◽  
Robbert P Vermeulen ◽  
Kees TB Ahaus ◽  
Robbert Huijsman
Keyword(s):  
The Netherlands ◽  
Integrated Care ◽  
Development Model ◽  
Survey Study

Preschoolers' Imaginativeness: Subtypes, Correlates, and Maladaptive Extremes

1985 ◽  
Vol 4 (4) ◽  
pp. 349-364 ◽  
Author(s):  
Roni Beth Tower
Keyword(s):  
Preschool Children ◽  
Child Development ◽  
Healthy Child ◽  
Observational Studies ◽  
Two Dimensions ◽  
Different Types ◽  
Research Questions ◽  
Negative Implication

In a study of forty-three preschool children, ratings of four types of the children's imaginativeness were correlated with observational, behavioral, and interview measures. Research questions were: 1) Do correlates of imaginativeness found in observational studies replicate if trait rather than state measures are examined? 2) Do different types of imaginativeness have different correlates? and 3) What characteristics distinguish children at the maladaptive extremes of imaginativeness from those at more moderate levels? The conceptual and empirical utility of considering imaginativeness to have two dimensions, Expressive and Constructive, was demonstrated. While optimal levels of Constructive Imaginativeness correlated significantly with other indices of healthy child development, the correlations were fewer and tended to be weaker for Expressive Imaginativeness. The negative implication of extremes was documented.

Rethinking early years: how the neoliberal agenda fails children

Soundings ◽  
2020 ◽  
Vol 76 (76) ◽  
pp. 128-157
Author(s):  
Celia Burgess-Macey ◽  
Clare Kelly ◽  
Marjorie Ouvry
Keyword(s):  
Good Practice ◽  
Early Learning ◽  
Early Years ◽  
Formal Curriculum ◽  
Small Children ◽  
Children’S Learning ◽  
Early Years Education ◽  
Education And Care ◽  
Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

scholarly journals Is infant belonging observable? A path through the maze

2018 ◽  
Vol 19 (4) ◽  
pp. 404-416
Author(s):  
Jane M Selby ◽  
Benjamin S Bradley ◽  
Jennifer Sumsion ◽  
Matthew Stapleton ◽  
Linda J Harrison
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Sense Of Belonging ◽  
Early Years ◽  
Infants And Toddlers ◽  
Quality Outcomes ◽  
Childhood Education ◽  
Learning Framework ◽  
Video Recordings ◽  
Education And Care

This article evaluates the concept of infant ‘belonging’, central to several national curricula for early childhood education and care. Here, the authors focus on Australia’s Early Years Learning Framework. Four different meanings attach to ‘belonging’ in the Early Years Learning Framework, the primary being sociopolitical. However, ‘a sense of belonging’ is also proposed as something that should be observable and demonstrable in infants and toddlers – such demonstration being held up as one of the keys to quality outcomes in early childhood education and care. The Early Years Learning Framework endows belonging with two contrasting meanings when applied to infants. The first, the authors call ‘marked belonging’, and it refers to the infant’s exclusion from or inclusion in defined groups of others. The second, the authors provisionally call ‘unmarked’ belonging. Differences between these two meanings of infant belonging are explored by describing two contrasting observational vignettes from video recordings of infants in early childhood education and care. The authors conclude that ‘belonging’ is not a helpful way to refer to, or empirically demonstrate, an infant’s mundane comfort or ‘unmarked’ agentive ease in shared early childhood education and care settings. A better way to conceptualise and research this would be through the prism of infants’ proven capacity to participate in groups.

scholarly journals Design public spaces to enable all 0-5 year children flourish

2020 ◽  
Author(s):  
Anna Rubczak ◽  
Keyword(s):  
City Planning ◽  
Public Spaces ◽  
Early Years ◽  
Physical And Mental Health ◽  
Numerous Investigation ◽  
Healthy Development ◽  
The Public ◽  
University Of Technology ◽  
New Public ◽  
Research Questions

The Public Spaces of Tomorrow are places that enable young children 0-5 to flourish. Contemporary places support healthy child development. The early years are the foundation for lifelong physical and mental health, wellbeing, and social skills. Designing, planning, and building new public spaces for our babies and toddlers should take into consideration the wellbeing of their caregivers. Engage parents, grandparents, siblings, or pregnant women in the design process provides for the ability to create new types of public spaces. Knowledge of how to do it for wellbeing in specific circumstances, places, social or natural environment is the purpose of the work (for ex. the Covid-19 pandemic is still unfolding but the principle of healthy development or caregiver isn`t changing). Responsibility of local authorities, urban planners, architects, park managers, all people engaged in city planning and functioning, have their role to play. During the collaborative workshop Mentor and Student Research Lab 3 in Poland (Gdańsk University of Technology) numerous investigation and methods were tried to answer research questions on how to resolve problems of designing public spaces of tomorrow.

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