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Small and Mighty: Power and Belonging in Little Learners


The goal of this research, "The power of belonging: Interactions and values in children's group play in early childhood programs" (Eidsvåg & Rosell, 2021) was to explore the idea that children and adults use relational and structural power within the processes of cultivating belonging. This one had me hooked from the title, but the content was even better than I expected.


girl peeks out

The authors stated, "We understand power as both an enabling force and a restricting factor in children’s interactions. In relationships and group dynamics, power is always an inherent feature. Being aware of how power works among children is important to understanding and ensuring belonging for every child in the group." (Eidsvåg & Rosell, 2021)


This is not a newsflash for anyone who has ever taught 3, 4 and 5 year olds, right? Power dynamics are always at play and we can see the ways that children can use their power to include or exclude other children.

What's great about this research is that it provides an awareness that when educators intervene in children's power dynamics, they are doing so by using structural power to promote certains values. This use of power must be weighed against the values of belonging; "On the one hand, each child has the right to participate in the decisions that concern them. On the other hand, there is also value in every child having the opportunity to participate and belong in play on equal terms. When these values collide, resolutions imply the use of power (Yuval-Davis, 2011)," (Eidsvåg & Rosell, 2021).


Definitely a LOT to unpack here. I believe we can and should support all children to understand the importance of belonging, compassion, and empathy- that is key to anti-bias education and anti-racism work. That said, we need to be aware that we are imposing power over the children when we interfere with their power expressions during play and we need to do that only in our best professional judgement in line with our values-- not because it makes things easier or creates fewer problems-- but because it empowers children who may otherwise not experience belonging. The authors note, "The arranging and rearranging of groups are acts of structural power. Used in the manner that the staff described, such acts of structural empower the less powerful children by creating a social space where said children can express themselves on their own terms. In this way, the children can experience a different sense of belonging. This kind of practice is an expression of values. The values of each individual child to choose playmates are weighed up against the value of a group in which everyone is included as an autonomous and respected member," (Eidsvåg & Rosell, 2021).

The children's expression of power in this research was found to have common themes, "Children’s use of power had several aspects. Some children used relational power to secure their influence and position, while others used power to create play situations. Children were aware of some aspects of their power, while other aspects seemed to escape them." (Eidsvåg & Rosell, 2021). The researchers also note that children do use power in pro-social ways, but that that was not the focus of this study. The wielding of power had positive and negative impacts for all the children involved, some power helped to open up play and create new ideas for all children; however the power could also have the effect of limiting other alternative ideas or access to play for some children.


The research discovered that purposeful, cautious intervention to support belonging could have positive impacts for all children; "Within a new group, a child may play out a different version of themselves than they were previously able to. The child’s ideas may gain greater support, or the child may realise that play based on another child’s initiative can also be fun," (Eidsvåg & Rosell, 2021).


You know I wouldn't bring you this research unless it also lets us walk away with some actionable ideas for the classroom and this one doesn't disappoint.


  • To support children's genuine belonging, we must develop a deep understanding of the individual needs of the children in our care as well as an understanding of how power in relationships impacts belonging in our settings. Observe, observe, observe! Don't let the pressure to "do" something get in the way of high-quality observations of children's play.


  • We need to recognize that children have rights to autonomy in their play and relationships while making sure an individual child's rights do not limit the rights of other children in the group to have the same. Use separating children or directing play sparingly and only when it supports the empowerment of children and the acquisition of new skills- never for convenience.


  • As educators, we need to create warm and inclusive environments where all children feel safe to get their needs met, including their need express power. Teach and explicitly model pro-social skills that young children need to create effective play in groups by joining play in the moment and using circles or group times to discuss common themes that are impacting the children.


This piece really got me thinking about belonging in the classroom and also about power in relationships- even in the relationships of tiny humans. I hope you'll take something useful away too.


References

Eidsvåg, G. M., & Rosell, Y. (2021). The power of belonging: Interactions and values in children’s group play in early childhood programs. International Journal of Early Childhood, 53(1), 83–99. https://doi.org/10.1007/s13158-021-00284-w

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