Klassmärkt barndom – En etnografisk studie om social ojämlikhet i förskoleklassen

The purpose of the study is to investigate how social inequalities are constructed in the interaction between children and in the interaction between children and pre-school teachers in a pre-school class. The study is based on the following research questions: (1) In what way are social inequalities created in the various activities that take place in the pre-school class? (2) In what way do social inequalities emerge in children’s interactions with each other?

The results of the study are divided into three main topics: (1) a meal of fruit, excursions and routines related to these activities, (2) storytelling sessions, (3) conversations with the pre-school teacher.

When the children ate fruit, several aspects of a childhood influenced by class emerged. The children had brought their own fruit that was then collected in and handed out to the whole group. The type of fruit, how fresh it was and how it was stored placed a spotlight on the children and their families’ financial situation. The fruit also became a topic of conversation between the children, which gave the fruit further symbolic meaning. The authors believe that critical questions must be asked as to whether parents perceive the cost of the fruit as significant or insignificant, and whether meals of fruit and packed lunches for excursions take place on a voluntary basis, as stipulated in the Swedish Education Act.

During storytelling sessions at morning assembly, the children showed an object they had brought along, or talked about an activity they do in their spare time. The type of object or activity the children talked about can be linked to the financial situations of the children and their families. For the children who were not able to bring anything or who brought objects that were not given any symbolic value by the other children, the situation for the individual child could lead to feelings of exclusion and reinforcement of stigmatisation.

Analyses of conversations with the pre-school teacher showed that social inequalities were not an issue in the pre-school class. The children were described as socially homogeneous and there was a perception that all the children are treated equally. The authors believe that this perception may lead to the children who actually need support becoming invisible.

This study is based on data from an ethnographic case study conducted in a pre-school class over a period of six weeks with a total of 9 visits from the researcher. The pre-school is located in a rural area in southern Sweden where the average income is below the national average and less than a fifth of the population has higher education. The pre-school class consists of 19 children, 10 girls and 9 boys.

The study’s sample was partly guided by a wish to broaden the perspective on children’s living conditions in relation to geographical place of residence. The choice of this pre-school class is therefore a strategic sample based on current demographic assumptions.

The data consists of observations, informal conversations, a lengthy interview and follow-up questions via e-mail. Observations and conversations were documented using field notes, while audio recordings and transcription were used for the interview.

Alm, L. & Odenbring, Y. (2019). «Klassmärkt barndom – En etnografisk studie om social ojämlikhet i fåorskoleklassen». Barn, 37(1):47-62.