Material as actor in the enactment of social norms: Engaging with a sociomaterial perspective in childhood studies to avoid the ‘traps of closure’

This article employs a sociomaterial perspective and explores how material artefacts take part in the enactment of social norms by analysing empirical examples from two different childhood studies projects in Norway. Drawing on interview data with tweens, (children aged 8–12), and observational data from an early education and care institution (ECEC), we argue that material, in this case toys and makeup, make a difference in the enactment of social norms in children's everyday lives. Our aim is to demonstrate the malleability of a sociomaterial perspective and show how this can lead to new insights and open childhood studies as a field.     

普及、公平与质量：俄罗斯学前教育政策与实践探析

2010年以来，学前教育一直是俄罗斯教育政策的优先发展领域。在快速普及、提升公平和提高质量价值取向的引导下，俄罗斯通过以下举措促进了学前教育的快速发展：大力加强学前教育的财政投入，设置多样化学前教育机构和班级类型，制定科学合理的课程内容，确保学前教育教师专业发展，构建学前教育质量监测体系。2035年前，俄罗斯学前教育发展的关键方向是：促进学前教育全面普及，进一步增加2个月至3岁儿童的覆盖率，加快私立学前教育的发展，将学前一年纳入义务教育， 缓解学前教育发展不均衡现象，缩小不同地区之间和城乡之间的学前教育发展差距等。俄罗斯学前教育政策与实践对我国学前教育的发展具有一定的启发价值。