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A Space Apart

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  • Lisa Lynch

Abstract

This article examines how the preschool child is enabled to withdraw from the peer group and create a private, individual space within the institutional collective. The question under consideration is, “What factors are necessary to enable a child to create and maintain a withdrawal space in the preschool?†Data were collected through ethnographic fieldwork at two Montessori schools in the south of Sweden. Analysis of the results reveals that a child is enabled through a combination of two elements: a level of opportunity to create a space and a level of defense of a created space. These two factors are dependent on the teachers’ ability to correctly identify space creation, alongside their desire for the child’s space creation effort to be successful.

Suggested Citation

  • Lisa Lynch, 2017. "A Space Apart," SAGE Open, , vol. 7(1), pages 21582440166, January.
    • Handle: RePEc:sae:sagope:v:7:y:2017:i:1:p:2158244016684538
    DOI: 10.1177/2158244016684538
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    References listed on IDEAS

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    1. Ellen Beate Hansen Sandseter & Monica Seland, 2016. "Children’s Experience of Activities and Participation and their Subjective Well-Being in Norwegian Early Childhood Education and Care Institutions," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 9(4), pages 913-932, December.
    2. Sarah C. White, 2002. "Being, becoming and relationship: conceptual challenges of a child rights approach in development," Journal of International Development, John Wiley & Sons, Ltd., vol. 14(8), pages 1095-1104.
    3. Toby Fattore & Jan Mason & Elizabeth Watson, 2007. "Children’s conceptualisation(s) of their well-being," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 80(1), pages 5-29, January.
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