PurposeThis paper provides an analysis of the notion of dugnad (collective effort) in the context of the first weeks of the outbreak of COVID-19 in Norway. By appealing to people's sense of collective effort (dugnadsånd) Norwegian leaders successfully managed to coordinate the actions of the population and beat the outbreak.Design/methodology/approachThe argument builds on the pragmatic sociology associated with Boltanski and Thévenot and their “orders of worth”. Building on qualitative interview studies of the Norwegian middle and working classes a moral ideal type labelled “the socially responsible citizen” is identified.FindingsThe authors argue that dugnad is embedded in a moral repertoire of the socially responsible citizen that is indicative of a specific Norwegian welfare mentality and that is imperative for the sustainability and resilience of the Norwegian welfare model. This repertoire is found across social classes and has to be understood in light of the Norwegian welfare model and the role of civil society.Social implicationsThe analysis explains the societal impact of the appeal and endorsement of the notion of dugnad in the context of the outbreak of COVID-19.Originality/valueThe paper explores the roots and impact of a social phenomenon that has not been a matter for much sociological analysis.

The provision of early childhood development services is expanding in developing countries. The rationale behind this expansion is rooted in developmental psychology, socio-economic and human rights narratives. However, there are some limitations to this rationale, which are in particular related to the implicit universalism it assumes. This article outlines how early childhood development interventions imply a policing of families and childhood, which calls for a stronger consideration of context. As a consequence, the scope of what counts as evidence in early childhood development research needs to be questioned. The article is a theoretical contribution to the discourse of what early childhood development ‘does’. A critical approach, addressing the ideals and values that are communicated in early childhood development programmes and how they relate to dominant parenting ideals and practices in the society in question, should be an integral part of the expansion of early childhood development in the global South in the future.

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In this article we discuss the relationship between cooperation and coordination around six children with special needs who attend Norwegian day care centres. The children in focus have 'individual plans', in which goals, roles and activities at the centre of the cooperation are documented, and are as such a coordinating device. Each child has a cooperative team consisting of parents, representatives from day care centre, the child's special educator, the public health nurse and, for instance, their physiotherapist, family doctor etc. to support them. The cooperating teams are headed by a coordinator, who in most cases is the public health nurse. Methods used in the study are individual interviews with at least four representatives from each cooperative team, as well as two focus group interviews with representatives from two different specialist units. The research design is action oriented, and involves, in addition to data collection, two seminars with parents and practitioners from the day care centre and social/health sectors. Departing from the empirical findings in the project we discuss how the coordinating practices, such as the individual plan and the designation of coordinators, influence the cooperation in the teams around each child. Our findings indicate that cooperation benefits from a bottom-up process, in which it is the cooperation that structures the coordination, rather than vice versa.

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