“Hvordan kan det fysiske lekemiljøet støtte mangfoldet i en barnegruppe, og hvilken betydning har dette for minoriteter i gruppa?”
Abstract
Our society is constantly changing and the diversity of people who live here is richer than just a few decades ago. In a kindergarten context, this means that there will also be a greater diversity of children, parents and staff from different cultures, ethnicities and religions who meet in a common kindergarten arena. Free play is a large part of the culture in Norwegian kindergartens. In this assignment, we have focused on children's indoor play environment, and to what extent it supports diversity in the group. The aim of the thesis is to investigate the extent to which the play environment is seen as significant in relation to the diversity that is represented in the kindergarten, and from a majority and minority perspective we will answer the question "How can the physical play environment support the diversity in a group of children, and what significance does this have for minorities in the group?” The data material this thesis is based on is pictures of the play environment inside three different kindergartens in rural areas. Central terms and theory from Bourdieu are used as a backdrop to discuss power, different forms of capital, habitus and identity development against the importance of the play environment for children's opportunities to participate in the play community.