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Exclusion - strategies in play in pre-school settings
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning och Demokrati)
2010 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

“Socialization I not something that happens to children; it is a process in which children, in the interaction with others, produce their own peer cultures and eventually come to reproduce and become members of the adult world” (Corsaro 2001 s 23). In dealing with the new social demands of preschool settings children come to produce and shape a new-shared peer culture. In that culture the children learn to deal with several strategies, both strategies for access into play and conversation and at the same time strategies for excluding peers. The children also produce new strategies that will fit into the ongoing peer-culture. The aim of this paper is to discuss two examples how children create excluding-strategies inside the playing theme. In that view I will discuss risks of marginalisation when some of the children who are unsuccessful in the access-strategies and over and over again become excluded from the playing- arena, or what I will call “interactional spaces”, turn out to be “outsiders”. I will in this paper discuss marginalisation in the view of peer-relations, peer-socialisation and peer-cultures. 

 

The research reported in this text emerges from a licentiate thesis (Tellgren 2004), which attempts to understand what happens when children (who are 3-5 years) interact with each other in the context of everyday activities in a preschool setting (a day care setting - here called Daggkåpan) when adults are not involved.  I have specially investigated strategies of access these children create and maintain in the licentiate thesis. In this paper I will in particular present some co-strategies or, what I will call, exclusion-strategies these children create and maintain in a peer-interaction.

     

The aim of the project of children's interaction was to study how the children at Daggkåpan create relationships and how they defend and protect their interactional spaces. Among others I have been inspired by William Corsaros investigations, specially his assumptions about interactional spaces (1985), which he describes as situations where play and other activities children devote in relationship with each other in ongoing play. Harriet Strandell (1994) discusses the dimension of relational activities where children shape relations with each other, asking who is in the playing space for example. She also shows us the dimension of physical space that defines a territory, at the same time as it maintains the borderline against other activities. The children in my data relate a great deal to such interactional space, which contains a relational and at the same time a physical space, which seems to be very important in their interaction with each other.

Place, publisher, year, edition, pages
2010.
Keywords [en]
Preschool, peer-relations, peer- perspectives, interactions
National Category
Humanities Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-25803OAI: oai:DiVA.org:oru-25803DiVA, id: diva2:551667
Conference
EECERA 20th congress, Birmingham, 6-9 September 2010
Available from: 2012-09-11 Created: 2012-09-11 Last updated: 2017-10-17Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
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  • en-US
  • fi-FI
  • nn-NO
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  • Other locale
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Output format
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  • asciidoc
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