Abstract
The aim of this paper is to contribute to the knowledge of children’s introduction to pre-school as social practice with a focus on subjectification from a gender perspective. This introductory process is given great importance in the Swedish pre-school. This paper is based on a study carried out in one strategically chosen preschool infant group. The study addresses the question of which possible subject positions can be adopted by children during their period of introduction to preschool, their first institutional experience. The focus is on the interaction between teachers and children and between children and social practice. One of the analytical tools used is the concept “positioning”. The analysis indicates gendered positions for the child as both in need of care and competent.
Résumé
Cet article vise à contribuer au renforcement des connaissances sur l’introduction des enfants au jardin d’enfants préscolaire comme pratique sociale avec un intérêt particulier porté sur la formation de l’identité dans une perspective de genre. Ce processus préliminaire revêt une importance considérable dans le système préscolaire suédois. J’ai étudié un groupe de tout-petits dans un jardin d’enfants. L’un des points que l’étude examine consiste à déterminer quelles positions de sujet les enfants peuvent-ils assumer au jardin d’enfants pendant la phase préliminaire. L’attention porte sur l’interaction entre les enseignants et les enfants et entre les enfants et la pratique sociale. L’un des outils analytiques utilisés est le concept ”positionnement”. Dans mes observations je peux noter des positions de genre de l’enfant tant demandant des soins que compétant.
Resumen
El objetivo de éste articulo es contribuir al conocimiento de la introducción de niños al preescolar como una practica social con enfoque en la formación de la identidad. A éste proceso de iniciación se le da una gran importancia en la educación preescolar sueca. He realizado un estudio sobre un grupo de niños pequeños en un centro preescolar. Una cuestión que el estudio investiga es ¿qué posiciones de sujeto le son posibles asumir al niño en el centro preescolar durante el periodo de iniciación en una perspectiva de género? El enfoque está en la interacción entre los educadores y los niños y entre los niños y la práctica social. Una de las herramientas analíticas utilizadas es el concepto ”posicionamiento”. Observé posiciones de género del niño tanto necesitando cuidado como competente.
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Notes
Swedish preschool starts with day care for children aged one to five years. The youngest children, toddlers, are often placed in separate infant groups. Formal preschool class starts at age six, while compulsory schooling starts at seven. Today in Sweden, most early preschool children are between one and four years old. Almost all 6-year-olds are in their first year of school (not compulsory), and many 5-year-olds form subgroups in many preschools.
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Månsson, A. Becoming a Preschool Child: Subjectification in Toddlers During Their Introduction to Preschool, from a Gender Perspective. IJEC 43, 7–22 (2011). https://doi.org/10.1007/s13158-010-0022-6
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DOI: https://doi.org/10.1007/s13158-010-0022-6