|Editor||Alistair Ross, Curricula for Citizenship in Europe|
Comments: In contemporary society we often talk about the process of how young children develop citizenship. Children?s lives today take place in two arenas: the family and institutions. Children in Denmark between 0 and 3 spend rather a long time in an institutional culture. Managing the pedagogical task in such institutes has therefore to include the development of a close relationship between the young citizen and the educated and professional social educator. This paper reports on an eighteen-month collaboration with the pedagogical staff in a day nursery in the western Zealand, researching the development of a care-giving culture. The focus was on the close relations between children, and between social educators and children. The project has turned on a series of open-ended questions related to this, such as: What characterises relationships between children? What is the connection between cultural development and close relationships within the institution? Wh! y is care-giving within these close relationships not always sufficient within the context of the institutional culture? How can we develop our pedagogical work towards the creation of a care-giving culture in such a way that closeness and social relationships become visible in everyday life? The starting point of the research project was the pedagogical staff?s descriptions of their own action in practice: how they experienced everyday life. This data collection pinned down the institutional culture - the routines, habits, regulations and moral precepts (what Pierre Bourdieu calls the Institutional Habitus). The research focused on both the social educators? consciousness and on what they are not aware of in their pedagogical and care-giving work with the youngest citizens.