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Sense of belonging and connection in early childhood education:
A pathway to social sustainability
Introduction
In this episode, I examine instances of both exclusion and inclusion and how they coexist within peer culture. Peer exclusion is a major concern for preschool children (Helgeland et al., 2017) and is frequently seen in Early Childhood Education and Care (ECEC) settings (Peltola et al., 2023). It is important to note that the sociodrama sessions, which portrayed scenarios where exclusion was an inherent social issue, could have increased the frequency of these encounters. These scenarios also provided an opportunity to strengthen and develop social connections among the participants, fostering tolerance and respect for each other, themselves, and others.
Findings
Exclusion
Peer rejections can lead to exclusion, but forming friendships and being invited to into play can fulfil children’s longing for inclusion after experiencing rejection (Nergaard, 2022).
In investigating play negotiations related to exclusion, Donner et al. (2023) observed that children typically either walk away or abandon their attempts to join when faced with exclusion. However, in these findings, we see children in sessions 5, 6, 7, 8, and 10 persisting in their attempts to join their friends’ play. In these scenarios, we witness children trying different strategies as they strive for acknowledgment and acceptance within the group. More significantly, there is evidence of resistance and empathy towards others when children observe attempts to exclude their peers. For instance, in session 10, a child asserts that only girls can cut, and another boy promptly shares his knife with a girl upon noticing her upset face. This highlights that young children’s responses to exclusion in peer cultures involve complexities beyond mere ignorance or surrender in cases of social injustice.
Inclusion
The video materials gathered from my study provide visual representations of diverse instances where children engage in prosocial interactions, either by incorporating others into a group or demonstrating solidarity with each other. Children manifested their appreciation for one another through various nonverbal cues, including gentle touches, handholding, smiles, and shared laughter. These actions not only showcased their emotional bond with each other but also served as tangible manifestations of their endeavours to foster relationships within the classroom community and promote inclusivity.
Throughout the programme, we observe behaviours that embrace inclusivity, accompanied by deeper insights. For example, the remarks made by one child during our discussion in session 7 carry emotional significance for several reasons. Firstly, she expands the narrative to address broader social justice concerns, linking the storyline to real-world issues such as discrimination and racism. Her assertion that, despite differences, “they like each other” reflects her perspective that diversity is not inherently negative. Furthermore, the spontaneity of her response indicates a strong conviction, suggesting the depth of her feelings on the matter.
Conclusion
In conclusion, this study sheds light on the complex dynamics of peer interactions and social inclusion among young children in educational settings. The findings highlight the significance of forming friendships and being included in play activities as crucial factors in fulfilling children’s longing for inclusion following experiences of rejection.
Therefore, it becomes crucial to promote inclusive environments in early childhood education, where children feel valued, accepted, and supported in their social interactions. By recognizing and addressing exclusionary behaviours and promoting empathy and respect for diversity, educators can play a vital role in fostering a culture of inclusivity and social sustainability among young children.
Key takeaways
- Children’s sense of belonging is complex and can vary, with children having the agency to include or exclude others.
- Understanding children’s social interactions and dynamics during play is crucial for exploring their social environments
- Children demonstrate nuanced understanding of sharing principles, with a tendency to support equitable resource sharing over self-interest.
- Negotiation processes and mirroring techniques in sociodramatic play can promote social sustainability and effective communication in conflict resolution
- Recognising the vulnerable position of young children and their social needs underscores the importance of fostering inclusive environments where children feel valued and have the right to contribute
Critical considerations
- Can fostering a sense of belonging occur without perceiving those who belong elsewhere as a threat?
- What steps can be taken to address power imbalances within preschool communities and ensure justice, equality, and inclusivity for all children?
- How can educators recognise and support the social needs of young children, particularly their need to contribute, within the context of early childhood education?
- How can insights from recent studies on children’s social interactions, negotiation strategies, and sustainability be effectively translated into practical strategies for promoting inclusive environments and facilitating positive social dynamics in preschool settings?
Explainer
Education for social sustainability encompasses fostering knowledge, skills, and attitudes that contribute to creating a socially sustainable society. This includes promoting awareness of social issues, developing critical thinking skills to address them, and cultivating values such as empathy and responsibility towards social justice and equity.
Sociodramatic play refers to a form of dramatic play where children engage in role-playing scenarios that reflect real-life situations. It involves imaginative storytelling, enactment of roles, and collaboration with peers to explore various social roles, relationships, and conflicts. Sociodramatic play provides opportunities for children to develop communication skills, empathy, problem-solving abilities, and social understanding in a supportive and creative environment.
References
- Birkeland, Å. and L. T. Grindheim, 2021. “Exploring Military Artefacts in Early Childhood Education: Conflicting Perspectives on Cultural Sustainability, Belonging and Protection.” Sustainability 13(5): 2587
- Donner, P., Lundström, S., & Heikkilä, M., 2023. A case study of young children’s play negotiations in free play. Early Years, 1-14
- Helgeland, A., & Lund, I., 2017. Children’s voices on bullying in kindergarten. Early Childhood Education Journal, 45(1), 133-141
- Nergaard, K., 2022. ‘I want to join the play’. Young children’s wants and needs of empathy when experiencing peer rejections in ECEC. Early Years, 42(4-5), 406-419
- Peltola, A., Karlsson, L., & Kangas, J., 2023. ‘It has also happened to me’: Children’s peer exclusion experiences in Finnish pre-primary school through children’s narrations. Journal of Early Childhood Research, 21(3), 328-340.
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