Social categories influence children’s communities and the opportunities and circumstances for belonging that may be available to children.  Children belong to different social categories, i.e. nations, social classes, age groups, and gender. They speak various languages and connect to different cultural backgrounds. Social categories impact upon children’s possibilities for creating community and belonging. In the context of preschool, social categories of influence could be concerned with being a competent playmate, having a specific outlook, speaking a certain language, needing special support, being part of a certain group of peers, etc. Such categories can open for (and hinder) children´s opportunities to belong.

Identification refers to narratives, addressing questions like “who am I?” and “who are we?” Narratives are the stories people tell themselves and others about who they are [1] Many narratives are constructed among children (and adults) in the everyday life of preschool. As members of the preschool community, children create traditions, rituals, and routines for how to interact, how to play, and what to do. These narratives touch upon identities of belonging and inclusion but also upon alienation and exclusion. They may have different meanings and carry different emotional loads for different children.

 

Values: The educational commitment of Norwegian preschools is to be grounded in democratic values; diversity is a precondition and children have a right to experience belonging in the community [4]. Values are communicated in everyday activities and in structures and preschool organisation. Children as well as adults, express values in their various communities. Children do so in and through play and the other activities they find valuable’. Children’s social, cultural, and religious backgrounds influence what values they prioritise.