Tensions of Difference in Integrating Refugee Children in Norwegian ECEC Centers

The study investigates the tensions that arise in the integration process for refugee children in Norwegian kindergartens. The research questions are: 1) What perspectives do kindergarten teachers have on the tensions that arise during the integration of refugee children into Norwegian kindergartens? 2) How do kindergarten teachers deal with different perceptions of child-rearing in Norwegian kindergartens?

The study identifies three key tensions in the integration work in Norwegian kindergartens. Firstly, kindergarten teachers experienced pressure to prioritise Norwegian language instruction, while also recognising the importance of safeguarding the children’s mother tongues. Secondly, there were various tensions associated with the children’s independence in terms of regulation of emotions and ability to meet their own needs. Thirdly, the results show tensions between refugee families’ expectations of child-rearing and kindergarten practice. The kindergarten teachers navigated the different tensions through respectful dialogue with the parents, while also conveying Norwegian values and norms. The study concludes that integration work involves balancing power dynamics between the kindergarten’s civilising mission and its respect for diversity.

The study uses institutional ethnography as an investigation method. The data are based on semi-structured interviews with thirteen kindergarten teachers from three kindergartens in Norway, of which one kindergarten is exclusively for refugees. the study participants are pedagogical leaders, special needs teachers and language support teachers working on the integration of refugee children. The interviews focused on how the kindergartens worked on integration efforts to accommodate cultural differences.

Kimathi, E. (2023). Tensions of Difference in Integrating Refugee Children in Norwegian ECEC Centers. Nordisk barnehageforskning, 20(4), 43–62.