Exploring divisions What to be learned from observing young children’s social preferences

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2020-12-21 DOI:10.1080/17457823.2020.1861955

Eva Gulløv

引用次数: 1

Abstract

ABSTRACT This article concerns young children’s social preferences in early childcare in Denmark. Based on detailed and long-term ethnographic observations, the analysis shows how children’s choices of playmates are patterned in ways that reflect their various social and cultural experiences in and out of the institutional settings. In general, children seem to prefer to be with others who share and acknowledge the same kinds of knowledge, experiences, and references and this leads to a pattern of rather distinct social interest-groups. The article explores why such lines of divisions are to be found in an institutional context designed to overcome social inequality and prevent social fragmentation. Furthermore, it argues that systematic ethnographic observations not only can help to understand what matters in early childcare for different persons, but also examine the social processes behind preferences and priorities and how they resonate with social divisions of broader society.

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从观察幼儿的社会偏好中学到什么

摘要:本文研究了丹麦幼儿在幼儿保育中的社会偏好。基于详细和长期的人种学观察，分析显示了儿童对玩伴的选择是如何以反映他们在机构设置内外的各种社会和文化经历的方式形成的。一般来说，孩子们似乎更喜欢和那些分享和承认同样的知识、经验和参考的人在一起，这导致了一种相当独特的社会兴趣群体的模式。本文探讨了为什么在旨在克服社会不平等和防止社会分裂的制度背景下会发现这样的划分线。此外，它认为，系统的民族志观察不仅可以帮助理解不同人的早期儿童保育的重要性，而且还可以研究偏好和优先事项背后的社会过程，以及它们如何与更广泛的社会分工产生共鸣。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.