'Hug Helps' – Kindergarten Experiences Through the Eyes of Children at Risk of Social Exclusion

Journal of Qualitative Research in Education

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'Hug Helps' – Kindergarten Experiences Through the Eyes of Children at Risk of Social Exclusion

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https://doi.org/10.54963/jqre.i45.1990
Visković, I., & Višnjić‑Jevtić, A. (2025). ’Hug Helps’ – Kindergarten Experiences Through the Eyes of Children at Risk of Social Exclusion. Journal of Qualitative Research in Education, (45), 16–26. https://doi.org/10.54963/jqre.i45.1990
Issue 45 (2026): In progress
Copyright (c) 2025 Ivana Visković, Adrijana Višnjć‑Jevtić
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Authors

  • Ivana Visković

    Faculty of Humanities and Social Sciences, University of Split, 21000 Split, Croatia
  • Adrijana Višnjić‑Jevtić

    Faculty of Teacher Education, University of Zagreb, 10000 Zagreb, Croatia

Received: 25 April 2025; Revised: 3 November 2025; Accepted: 5 November 2025; Published: 1 December 2025

This study explores the perspectives of children at risk of social exclusion (RSE) regarding their everyday experiences in kindergarten. Using semi-structured, developmentally appropriate interviews, we examined the views of 48 children (M = 70.32 months) identified by teachers as vulnerable due to social, emotional, or contextual circumstances. Overall, children described kindergarten as a generally positive and enjoyable environment, emphasizing friendships, play, and familiar routines. However, many also expressed concerns related to limited autonomy and agency. Rules were frequently perceived as restrictive rather than supportive, and penalties often involved social or physical constraints, such as exclusion from activities or temporary isolation. Children also reported difficulties identifying consistent encouragement or available support from teachers, except during moments involving strong emotional distress. These findings highlight the ongoing need for inclusive, responsive, and autonomy-supportive pedagogical practices in early childhood education. The results suggest that children not only desire opportunities for participation but also need to feel visible, recognized, and respected as legitimate contributors to the educational process. Such reflections indirectly point to possible gaps in the quality of educational practice and the professional competencies of educators. Adults’ assumptions about knowing what is best for children may unintentionally restrict children’s participatory rights, particularly for those already at risk of social exclusion, who may have fewer opportunities to influence their learning environment.

Keywords:

Children’s Autonomy Children’s Perceptions Social Interaction Support Vulnerable Children

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