Promoting Diversity and Belonging
Preschool Staff’s Perspective on Inclusive Factors in the Swedish Preschool
Datos Bibliográficos
| ID | 22044729 |
|---|---|
| Autores | Peter Karlsudd (0000-0001-9363-3066, Linnaeus University, autor de correspondencia) |
| Año | 2021 |
| Volumen | 11 |
| Número | 3 |
| Páginas | 104 |
| Fecha de publicación | 2021-03-05 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11030104 |
| OpenAlex | W3134496652 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 22 |
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
Early childhood education · Pedagogy · Preschool education · Professional development · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Psychology · Social and Educational Sciences · Social Psychology
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A scoping review investigating the definition of inclusion in early years education
The politics of belonging in early childhood contexts
Digital stress and professional compromise among inclusive preschool teachers in China
Looking for Special Education in the Swedish After-School Leisure Program Construction and Testing of an Analysis Model
Pedagogical documentation and systematic quality work in early childhood
The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion
Regular primary schoolteachers’ attitudes towards inclusive education
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Building inclusion and resilience in students with and without SEN through the implementation of narrative speech, role play and creative writing in the mainstream classroom of primary education
Including children with special educational needs in physical education
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Educational psychology and the effectiveness of inclusive education/mainstreaming
| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 2,5 |
| Intervalo de citas | 2024 - 2026 (3) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |