Inclusion, professional care, and children’s belonging in Danish ECEC settings

The aim of the presentation is to provide a deeper understanding of connections between professional care, the processes of inclusion and exclusion, and perspectives on belonging. It is rooted in two research projects, where educational settings for 0-6-years old children are explored.
1. Brief introduction to state of the art concerning quality in ECEC in Denmark. Results from the PISA show negative tendencies for math and reading tests in 2nd and 3rd grade. Is this due to Covid 19 or could it be connected to how we are doing in for instance Language and Literacy and Nature/science, Math, and Written numbers in preschool, as observed with ECERS-3 in a national sample?
2.The next part of the presentation is mainly based on the framework and insights from a current Ph.D.-project and leans on a theoretical cultural socioemotional approach. Professional care is identified as a fundamental arch-stone in ECEC. The perspectives constructed by and from this professional care are considered important for the youngest children’s well-being, learning and identity and ability as a human. Furthermore, we know, that these perspectives are essential in the way of understanding how a subjective feeling of belonging and inclusion is created. Despite the importance and centrality of care as well as inclusion, there seems to be a contradiction between the acknowledgement and importance of inclusive care and the way, it is theorized and practiced.
3.Finally, methodological insights from a second project will be presents. In this project we used Go-Pro® Cameras to investigate and explore the processes of inclusion and exclusion in ECEC settings. Through analysis and video material we reflect on how diverse ways of looking at practice can illuminate both variations, similarities and new perspectives on children’s participation and influence in both care-relations between practitioner and children and in children’s own communities.