The power of belonging: Interactions and values in children’s group play in early childhood programs.

The study investigates how power relations affect children's sense of belonging in playgroups and how children express their agency. The researchers also look at how structural power (pedagogical authority) and pedagogical insight can help kindergarten teachers facilitate different dynamics in children's playgroups. The research question is: Does the use of structural power enable teaching staff to create a range of opportunities to strengthen children's agency and give children experiences of different social roles?

The results show that children are not always aware of their role and how they use power in play, or what it means to participate and belong. As part of their educational responsibilities, staff provided clear guidance and explanations to children about norms related to social interaction. A strategy involving grouping and regrouping children to allow them to experience different social roles positively impacted each child's right to participate in and belong to a peer group. The researchers behind the study believe this approach should be an integral part of educational practice in order for every child to experience belonging.

The data material consists of video observations, both of children's free play and activities planned by staff, as well as interviews with children and employees in three Norwegian kindergartens. Norwegian researchers collected the data from an international research group that participated in the Politics of Belonging project (2018–2020). Approximately a hundred children aged three to six years were observed.

Eidsvåg, G. M. & Rosell, Y. (2021). "The power of belonging: Interactions and values in children’s group play in early childhood programs". International Journal of Early Childhood, 53(1):83-99.