Considering Greek Preschool Teachers’ Practice and Children's Belonging- Behaviour Relationship: A Case Study

The present study investigated Greek preschool teachers’ practice around children's sense of belonging to preschool and the children's belonging-classroom behaviour relationship. This case study employed classroom observations, including audio recordings and field notes, followed by an interview with the classroom teacher. The teacher was observed to employ practices which have been found to promote as well as hinder children's sense of belonging development. Additionally, children manifested behaviours which reflected belonging, neutrality and not belonging. Implications for classroom management and teacher education are considered. Conceptualizing the sense of belonging as a spectrum is discussed.