Managing categories: The role of social technology in kindergarten teachers’ work to promote early intervention and integration

Early intervention and integration are highly valued ideals in kindergartens Norway. Building on two research projects informed by institutional ethnography, the authors address how kindergarten teachers ‘do’ early their everyday work. They argue that this work largely revolves around managing categories, whether making categories fit people or categories. In work, rely social technology is influenced a ‘psy-discourse’. Despite good intentions, professionals’ use of it ends up constructing they intended to help ‘heal’.