Anette Emilson
Biographic Data
| ID | 4425809 |
|---|---|
| NAME | Anette Emilson |
| GIVEN NAMES | Anette |
| FAMILY NAME | Emilson |
| SIGNATURE | EMILSON A |
| AFFILIATIONS | Kristianstad University |
| ORCID | 0000-0001-7291-9292 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Belonging in Preschool—An Existential and Political Concern for Children
Preschool as a place of learning consists of various communities and belongings created in the intersection between children, teachers, and policy. The very essence of a good life in preschool is characterised by the sort of communities and the opportunities for belonging available to children. Being able to participate in various communities and to experience belonging is central to the wellbeing of every child in preschool. The aim of this stud…
Approaching children’s perspectives on belonging: Methodological and ethical challenges
The aim of this article is to reflect on the methodology and the ethical challenges emerging when researching children’s perspectives on belonging in early childhood education and care (ECEC). Our study was conducted with children aged three to six years in Finland, Iceland, and Sweden. We critically reflect on the research process as well as the chosen research methods: photo elicitation, walking interviews, and participatory observations. In ou…
The politics of belonging in early childhood contexts: A comprehensive picture, critical factors and policy recommendations
This study aims to provide a comprehensive understanding of belonging in early educational institutions based on key findings developed within the international project Politics of belonging: promoting children’s inclusion in educational settings across border (85644). The research questions are: What are the main empirical and theoretical contributions to the understanding of belonging in early childhood institutions? and What kinds of critical …
Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image
European quality framework for early childhood education and care calls for creating environments that support all children’s sense of belonging. This study aims to advance empirical knowledge on educators’ interpretations of children’s belonging in early education settings. The study is part of a project conducted in five European countries – Finland, Iceland, the Netherlands, Norway and Sweden. The following research question guides the study: …
Experiences with crisis management when child sexual abuse was perpetrated by staff in early childhood education: A Swedish case study
Institutional child sexual abuse is a concern for children, families, and society. Limited research has explored how school leaders and municipalities handle cases of sexual abuse in educational settings. This case study examines how a municipality managed the suspicion that 19 toddlers were sexually abused by an educator at several Early Childhood Education and Care institutions (ECEC). A nine-member crisis management team was formed that includ…
Children’s perspectives about belonging in educational settings in five European countries
The article addresses children’s perspectives of belonging in early childhood education settings in five European countries. Children’s belonging is understood to be dynamic processes that are formed through multiple relations. Twenty children aged 4–8 with diverse backgrounds participated in the study: two boys and two girls from each country. Data were constructed through walking interviews, during which the individual children walked around th…
Values Education in Early Childhood Settings: Concepts, Approaches and Practices
Democracy, caring and competence: Values perspectives in Ecec curricula in the Nordic countries
The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, Values education in Nordic preschools: Basis of education for tomorrow, the aim of which is to explore values education from various perspectives, policy levels, institutional levels and personal levels. T…
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Democracy, caring and competence: Values perspectives in Ecec curricula in the Nordic countries
The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, Values education in Nordic preschools: Basis of education for tomorrow, the aim of which is to explore values education from various perspectives, policy levels, institutional levels and personal levels. T…
Values Education in Early Childhood Settings: Concepts, Approaches and Practices
Experiences with crisis management when child sexual abuse was perpetrated by staff in early childhood education: A Swedish case study
Institutional child sexual abuse is a concern for children, families, and society. Limited research has explored how school leaders and municipalities handle cases of sexual abuse in educational settings. This case study examines how a municipality managed the suspicion that 19 toddlers were sexually abused by an educator at several Early Childhood Education and Care institutions (ECEC). A nine-member crisis management team was formed that includ…
Children’s perspectives about belonging in educational settings in five European countries
The article addresses children’s perspectives of belonging in early childhood education settings in five European countries. Children’s belonging is understood to be dynamic processes that are formed through multiple relations. Twenty children aged 4–8 with diverse backgrounds participated in the study: two boys and two girls from each country. Data were constructed through walking interviews, during which the individual children walked around th…
Educators’ interpretations of children’s belonging across borders: Thinking and talking with an image
European quality framework for early childhood education and care calls for creating environments that support all children’s sense of belonging. This study aims to advance empirical knowledge on educators’ interpretations of children’s belonging in early education settings. The study is part of a project conducted in five European countries – Finland, Iceland, the Netherlands, Norway and Sweden. The following research question guides the study: …
The politics of belonging in early childhood contexts: A comprehensive picture, critical factors and policy recommendations
This study aims to provide a comprehensive understanding of belonging in early educational institutions based on key findings developed within the international project Politics of belonging: promoting children’s inclusion in educational settings across border (85644). The research questions are: What are the main empirical and theoretical contributions to the understanding of belonging in early childhood institutions? and What kinds of critical …
Belonging in Preschool—An Existential and Political Concern for Children
Preschool as a place of learning consists of various communities and belongings created in the intersection between children, teachers, and policy. The very essence of a good life in preschool is characterised by the sort of communities and the opportunities for belonging available to children. Being able to participate in various communities and to experience belonging is central to the wellbeing of every child in preschool. The aim of this stud…
Approaching children’s perspectives on belonging: Methodological and ethical challenges
The aim of this article is to reflect on the methodology and the ethical challenges emerging when researching children’s perspectives on belonging in early childhood education and care (ECEC). Our study was conducted with children aged three to six years in Finland, Iceland, and Sweden. We critically reflect on the research process as well as the chosen research methods: photo elicitation, walking interviews, and participatory observations. In ou…
Psychology (8 works) · Developmental psychology (6 works) · Early childhood education (6 works) · Political science (6 works) · Sociology (6 works) · Children's Rights and Participation (5 works) · Early Childhood Education and Development (4 works) · Pedagogy (4 works) · Politics (4 works) · Early childhood (3 works)