“Cultural identity and the kindergarten: a Norweigan case study”.

This study addresses several issues regarding how preschools integrate children with another ethnic background than Norwegian. Among other things, the study examines the associated cultural and language challenges. The study aims at answering how these challenges affect the learning possibilities of children with other ethnic backgrounds, how the attitudes of the preschool staff towards children with another ethnic background have changed over time, and whether these changes have entailed that children with another ethnic background have the same opportunities for social inclusion and participation as the majority children.

Staff from both preschools said that attitudes to children with another ethnic background were changing. Attitudes to children and parents with another ethnic background had changed, from staff being sceptical and uncertain, to staff seeing cultural diversity as a benefit, with previous uncertainty being replaced by normalisation.

Irrespective of the prejudices staff may have had previously, through their routine interplay with parents and children with another ethnic background they came to recognise that all children are unique and independent individuals, and that they should be approached as such.

Daily contact with parents with another ethnic background has made it possible get to know them better over time and this has improved staff’s understanding of these parents’ situation. Among other things, it has meant that staff have made great efforts to communicate with the parents, despite language difficulties.

Competence development and training have also improved communication between parents and staff over time, because overcoming language barriers in particular has been challenging. In this context, principals and managers at the preschools have helped staff acquire the skills necessary to work well with the various groups of children.

Overall, the study concludes that work towards cultural and linguistic diversity at preschools is an ongoing and continuous process for both children and staff, and the skills required must constantly be developed and kept in focus.

The data basis for the study is two preschools; a municipal preschool with 75 children and 18 staff, and a private preschool with 54 children and 14 staff. Both preschools have children with another ethnic background. Data was collected over a period of two weeks using observation, interviews with principals (preschool managers), preschool teachers and assistant teachers as well as observation of meetings between employees. Document analyses of reports and material obtained from the internet have also been completed.

Lauritsen, K. (2014). “Cultural identity and the kindergarten: a Norweigan case study”. I: Ragnarsdóttir, H., Schmidt, C. (red.): Learning spaces for social justice: International perspectives on exemplary practices from preschool to secondary school. London: Institute of Education. 26-42.