Purpose
The study investigates inclusion and exclusion processes in kindergarten. The research question is: What communal processes lead to some children in kindergarten being included, while others are excluded?
Result
The study shows that inclusion and exclusion in kindergarten depend on several factors related to the children’s behaviour and the learning environment. Children are often included when they have access to necessary resources, such as popular toys or participating in activities that are perceived as meaningful. Social inclusion occurs when children share common interests, have established ‘admission tickets’ to play, such as the right toys, or when teachers facilitate positive interactions. Exclusion can occur when children do not have access to the right toys, are rejected by other children in play, or lack the necessary social skills to participate. Teachers play a key role in promoting inclusive processes by supporting children in developing relationships and facilitating a safe and inclusive learning environment.
Design
The researchers used video observation to gain insight into the quality of the learning environment and the children’s play activities in a kindergarten in a Danish municipality. Video recordings took place in two groups with a total of 10 children – a group of children aged 2-3 years and another group of four-year-olds. The recordings were carried out both indoors in kindergarten and in the kindergarten’s outdoor play area. GoPro cameras were attached to the children, and a stationary camera was also used outside. Each recording lasts approximately 20 minutes. The kindergarten was selected and invited to participate because it is of a quality that is above average compared to the municipality’s other kindergartens.
References
Næsby, T., Pedersen, B. S., Rasmussen, A. Ø., & Gro-Nielsen, B. (2023). Inklusion i dagtilbud-en undersøgelse af inklusions-og eksklusionsprocesser i børnefællesskaber. CEPRA-striben, (32).