‘It has also happened to me’: Children’s peer exclusion experiences in Finnish pre-primary school through children’s narrations

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Research Pub Date : 2023-04-10 DOI:10.1177/1476718X231159290

Antonina Peltola, Liisa Karlsson, J. Kangas

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引用次数: 0

Abstract

Being part of a peer group and feeling a sense of belonging increases the well-being of children in early childhood education and care (ECEC). Still, children face exclusion and rejection by peers. This study examined children’s peer exclusion experiences in pre-primary school settings, investigating children’s voices and perspectives through researching children’s narratives. Ten children participated in the interviews in Finnish pre-primary school during spring 2018. Children’s narrations about exclusion took place during free play time in children’s peer groups. Results showed common features but also a variety of children’s experiences and strategies when facing exclusion, and suggests that children with positive experiences with peers can cope with occasional exclusion. Children had a clear understanding of exclusion and they were capable of expressing their experiences verbally. Furthermore, by researching children’s narratives, we can increase our understanding of peer exclusion in early childhood educational settings.

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“这也发生在我身上”:芬兰学龄前儿童的同伴排斥经历

成为同伴群体的一部分，并有归属感，可以提高儿童在幼儿教育和护理(ECEC)中的幸福感。然而，孩子们仍然面临着同龄人的排斥和排斥。本研究考察了学龄前儿童的同伴排斥经历，通过研究儿童的叙述来调查儿童的声音和观点。2018年春季，10名儿童参加了芬兰幼儿园的访谈。孩子们对排斥的叙述发生在孩子们的同伴群体的自由玩耍时间。结果显示了儿童在面对排斥时的共同特征，但也有各种各样的经历和策略，并表明与同伴有积极经历的儿童可以应对偶尔的排斥。孩子们对排斥有一个清晰的理解，他们能够用语言表达他们的经历。此外，通过研究儿童的叙述，我们可以增加我们对早期儿童教育环境中同伴排斥的理解。

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

Journal of Early Childhood Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

0.00%

发文量

期刊介绍： The Journal of Early Childhood Research provides an international forum for the dissemination of early childhood research which transcends disciplinary boundaries and applies theory and research within academic and professional communities. The journal reflects international growth in research on young children’s learning and development and the impact of this on provision. The journal enjoys a wide readership which includes policy-makers, practitioners and researchers in the intersecting fields of early childhood education and care, with early childhood defined as the years from birth to eight.