Abstract
The aim of this article is to explore the social dimension of sustainable development through children’s expressions of belonging in peer communities in preschool. Social sustainability and sustainable communities emphasize practices, human activity, and interactions that are equitable, inclusive, and sustainable, and preschool provides children with experiences of participation in collective groups and networks. Belonging to a community is an existential need and belonging, itself, is a relational phenomenon. Belonging is connected to power; the notion of “us” sets boundaries and creates a “them”. Based on Yuval-Davis’ analytical concepts and using video observation of children’s (aged 3–5) free play, this article explores children’s belonging in peer communities. This study contributes new knowledge in the field of social sustainability by illuminating communities of belonging built on closeness, conflict/negotiations, and joyfulness. Together, these elements embody experiences of importance to children’s belonging. A common thread running through these communities is the relationship between the individual and the community.
Highlights
The aim of this study is to explore the social dimension of sustainable development through children’s expressions of belonging in peer communities in preschool
We identified three communities constituted of different interests, histories, positions, identifications, and border work; and the conditions for belonging to these communities
This study contributes to the field of social sustainability and its understanding of inclusive practices when using the politics of belonging as a guiding theory
Summary
The aim of this study is to explore the social dimension of sustainable development through children’s expressions of belonging in peer communities in preschool. Regardless of public or private ownerships, preschools receive the same amount of funding and are regulated by the same law [3] and framework plan [4] founded in the UN Convention on the Right of the Child [5]. These directives address that the Norwegian preschool shall be based on fundamental values such as respect for human dignity, charity, care, forgiveness, equality and solidarity. This study includes research teams from Finland, Sweden, Iceland, the Netherlands, and Norway
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