Early intervention and integration are highly valued ideals in kindergartens in Norway. Building on two research projects informed by institutional ethnography, the authors address how kindergarten teachers 'do' early intervention and integration in their everyday work. They argue that this work largely revolves around managing categories, whether…

This article uses the concept of 'superdiversity' as a lens through which various conceptualisations of diversity in Norwegian early childhood education and care policies and professionals' understandings are made visible. Although Norwegian early childhood education and care is expected to highlight, value, and promote diversity and mutual…

This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what…

This article discusses the teaching of history in early childhood education and care centres and children's understanding of history. Based on interviews with eight Norwegian early childhood education and care teachers and on interpretative phenomenological analysis, the article shows how the early childhood education and care centres teach…

This article is crafted through three scenes, through which the author tries to imagine quality as something that is third space, semiotic, plasticity, eternal, and simultaneously something solid and obviously good here and now, through a Spinozian/Deluzian/Braitottian joy/you/me. The author rhizomatically tries to lay everything out on a plane of…

In line with social studies of children and childhood, it is necessary to pay attention to local contextual understandings and practices in those places where constructions of children and childhood occur. The authors argue that the discourse of the competent child has become intertwined with a discourse of early intervention. In Norwegian…

Various forms of digital devices have established themselves as resources within constructions of professional practices in early childhood education. This article is centred on the question of how we might rethink an example of digital practice based on a Foucauldian understanding of discourse and a rhizomatic understanding of digital practice…

Positive risk-taking in the context of outdoor physical play is important for fostering children's optimal health and development. Despite this, there is mounting concern that many developmentally beneficial activities are now seen as dangerous and something to be avoided. However, perceptions of risk are very much subject to cultural…

Contemporary research processes might be identified as having neither a beginning nor an end. This article is written as an interruption in the ending of the author's doctoral processes. The project is to critically reflect and examine complexities involving who is at risk when methodology and theory argue for displacements that unpack…