Children's perspectives about belonging in educational settings in five European countries

Johanna Einarsdottir, Jaana Juutinen, Anette Emilson, Sara Òlafsdottir, Berit Zachrisen, Sara Meuser

Research output: Contribution to journalArticlepeer-review


The article addresses children’s perspectives of belonging in early childhood education settings in five European countries. Children’s belonging is understood to be dynamic processes that are formed through multiple relations. Twenty children aged 4–8 with diverse backgrounds participated in the study: two boys and two girls from each country. Data were constructed through walking interviews, during which the individual children walked around the ECE settings with the researcher, taking photos and conversing at the same time. Yuval-Davises’ [2011. The Politics of Belonging: Intersectional Contestations. London: SAGE] three facets of belonging were utilised as a theoretical lens to analyse the data and to shed light on the findings. The findings illustrate how belonging, from the participating children’s perspectives, is strongly related to friendship, being surrounded by caring adults and being a member of the ECE community.

Original languageEnglish
Pages (from-to)330-343
Number of pages14
JournalEuropean Early Childhood Education Research Journal
Issue number3
Publication statusPublished - 2022-Mar-23

Swedish Standard Keywords

  • Educational Sciences (503)


  • Belonging
  • children’s perspectives
  • early childhood education
  • ethics
  • politics of belonging
  • research with children


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