Young children’s voices have been nearly absent in the study of belonging during the early years. In this article, we propose a more inclusive understanding about how to study belonging, as well as what else must be studied in early childhood education. The importance of conducting research with young children rather than on them is provided, and factors contributing to a sense of belonging or (un)belonging in early childhood are examined. With a commitment to understanding first-hand from young children’s own perspectives, research agendas can be more authentically and inclusively achieved. (author abstract)
The study of belonging in early childhood education: Complexities and possibilities
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