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Inclusive and cultural perspectives for promotion of children’s and parents agency and participation in early childhood education

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Tarja Karlsson Häikiö
Publicerad i World Environmental Education Congress, WEEC, 8th congress, Gothenburg, Sweden, 29 of June and 2 of July.
Publiceringsår 2015
Publicerad vid Högskolan för design och konsthantverk
Språk en
Länkar http://weec2015.org/
Ämneskategorier Utbildningsvetenskap, Barn

Sammanfattning

Introduction: Preschool is a socio-political project that in the Scandinavian welfare model is shared between society and family (Myrdal, 1934; Pramling Samuelsson, Sommer & Hundeide, 2011). From an ideological viewpoint there is a shared responsibility for the children's care and education between preschool and parents. Also the preschool curriculum expresses a democratic perspective on early childhood education development where children are seen as equal participants and co-creators of society (Lpfö98 revised 2010). Objectives: Still, often pre-school children are not given priority either politically or economically (Nextgeneration Forum, 1998; Heckman, 2001). An increasing diversification challenges a conception of society as culturally homogeneous (Nejadmehr, 2012). A growing focus on the multicultural society brings forward a need to highlight methods for social inclusion. It becomes crucial to reflect on these new conditions, and a revision of the concept of preschool as a democratic institution becomes necessary. Inclusive strategies thus become increasingly urgent and the preschool as an institution becomes an important arena for social participation for children and families. Also questions about children's situation, educational models, inclusive learning environments, different demographical conditions becomes important to investigate. How can we discuss the school's traditional values as an educational standard for a sustainable democratic development in a new social context? (Häikiö, 2007, Karlsson Häikiö, 2012; Lahdenperä, 1998). Methods/Results: How can children experience participation in society? How can the experience of security created in the educational activities and communicated in the creation of educational environments? The presentation encompasses examples of pedagogical work with strategies to enhance children's rights to participation in society with cultural tools in preschool. Also examples of how preschool can function as a public resource and arena for children's collective learning and parental interaction are presented. In the presentation is discussed how quality can be created from an inclusive perspective for educators, children and parents. Conclusion: Working with children in preschool includes indirectly work with social sustainable development from a future-perspective. Through an inclusive education, we can prepare children and parents for participation regardless of background. Through the use of cultural tools in daily pedagogical and aesthetic practice, as well as active participation in environments in and outside the preschool, participation and cultural inclusion for both children and parents can be created. (2713)

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