Kvalitet i læring i barnehagen. En analyse av styringsdokumenter fra OECD og Norge

Nygård, Mette

doi:10.7577/nbf.856

Cited by 10 publications

(19 citation statements)

References 2 publications

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“…In Sweden as well as in Norway, it is an increased control from the state regarding the quality of preschool (National Agency for Education, 2016a; Nygård, 2017;Taguma et al, 2013). Quality in relation to children's learning is in focus (Nygård, 2015). In Sweden, the practice should be organized in order to challenge and stimulate children development, and learning and the Education Act stipulate that this shall pursue throughout teaching.…”

Section: Systematic Quality Workmentioning

confidence: 99%

Teaching in preschool: heads of preschools governance throughout the systematic quality work

Öqvist

Cervantes

2018

Nordic Journal of Studies in Educational Policy

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The aim of this study was to investigate how the heads of preschool govern teaching in practice through systematic quality work. In the new Swedish Education Act, which came into force on 1 July 2011, the mission of preschools changed because teaching was introduced as a new concept, and preschool teachers were now responsible for teaching. Swedish National Agency for Inspection report that there is a lack of how the concept of teaching is used in preschools. Heads of preschool are crucial for implementing teaching, and a valuable tool for their governing is the systematic quality work which they also are responsible for. This study collected data comprising 120 systematic quality reports from preschools in Sweden, and by text analysis, we explored how the heads of preschool used the concept of teaching. The results showed an absence of governance and management among the heads of preschool concerning teaching and when teaching is used, it was mainly according to the development of all staff competencies and to the concept of variation in teaching. This indicates that the heads of preschool govern the practice in a way that made preschool teachers responsible for teaching invisible.

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Section: Systematic Quality Workmentioning

confidence: 99%

Teaching in preschool: heads of preschools governance throughout the systematic quality work

Öqvist

Cervantes

2018

Nordic Journal of Studies in Educational Policy

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“…The higher expectations for learning outcomes of children in ECEC institutions (Greve, 2015;Nygård, 2015Nygård, , 2016 may be tied to the fact that societal development in recent years has become more knowledge-intensive and differentiated (Adolfsson, 2012;Gulløv, 2012;Kampmann, 2013;Korsvold, 2008;Krejsler, 2013;Steinsholt, 2009). Early efforts, language and mapping of skills are central discourses in today's ECEC policy (White Paper no.…”

Section: Political Contextmentioning

confidence: 99%

“…The Framework Plan for the Content and Task of Kindergartens was also revised that year, and the subject areas in the Framework Plan were given a clearer connection to the subject areas in the curriculum for the Norwegian primary and secondary school Kunnskapsløftet [Knowledge Promotion Reform]. These changes brought the idea of the ECEC institution as a learning arena more into the foreground than had previously been the case, and learning has also been brought closer to the quality concept (Biesta, 2011;Dahlberg, Moss, & Pence, 2010;Gulbransen & Eliassen, 2013;Kjørholt & Qvortrup, 2012;Nygård, 2015;Østrem et al, 2009). In the new policy for Norwegian ECEC institutions, learning is also linked to economic concerns by focusing on future human capital (White Paper no.…”

Section: Introductionmentioning

confidence: 99%

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The Norwegian Early Childhood Education and Care institution as a learning arena: autonomy and positioning of the pedagogic recontextualising field with the increase in state control of ECEC content

Nygård

2017

Nordic Journal of Studies in Educational Policy

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When the responsibility for ECEC institutions was placed under Ministry of Education and Research in 2006, the ECEC institution as a learning area was brought in to the foreground in early education and care policy. Norwegian ECEC institutions have been subject to a greater degree of state control, and we can ask if the state is trying to undermine the profession's autonomy through a strong degree of control over the content in education. This article is based on interviews with eight preschool teachers with long experience working in ECEC institutions. I will illuminate their subjective experiences of the ECEC institution as a learning arena for children, and discuss how they position themselves as agents due to a greater degree of state control. Thus, the relation between the pedagogic and the official recontextualising field will be discussed. Autonomy and the concept of framing will be central.

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“…Dette kan ses i sammenheng med et økt laeringstrykk mot barnehagen etter som den har blitt tettere koblet til utdanningssystemet (Nygård, 2015;Vatne, 2012Vatne, , Østrem et al 2009. Organisatorisk har barnehage og skole blitt lagt til samme departement (Kunnskapsdepartementet fra 2006) og direktorat (Utdanningsdirektoratet fra 2012) på nasjonalt nivå, mens den lokale organiseringen kan variere (Kommunenes sentralforbund, 2015, s. 10-12;Rambøll, 2012, s. 20-38).…”

Section: Introduksjonunclassified

Barnehagestyreres opplevelser av forholdet til skolen i spørsmål om barns læring

Moen

2017

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Sammendrag: Artikkelen retter søkelys på i hvilken grad styrere i kommunale og private barnehager opplever uenighet med skolen i spørsmål om barns laering i barnehagen og eventuelt hva slik uenighet kan handle om. Videre ser den på i hvilken grad styrere i de to barnehagetypene forsøker å påvirke skolen i spørsmål om barns laering og eventuelt på hvilke måter. Datamaterialet kommer fra en landsdekkende survey (1310 styrere) og intervjuundersøkelse (16 styrere). Styrerne opplever liten grad av uenighet med skolen og minst i private barnehager. Et tema det kan vaere uenighet om, er grad av voksenstyring i laeringsaktivitetene. Det er stor spredning på i hvilken grad styrerne forsøker å påvirke skolen. Styrere i kommunale barnehager er klart mest aktive. Styrerne forsøker å påvirke skolen på ulike måter.Nøkkelord: Barnehage og skole, barnehageledelse, laering, organisasjonsfelt.Abstract: This study draws attention to what extent directors of private and municipal Early Childhood Centers (ECCs) experience disagreement with school concerning questions about children's learning in ECCs and the content of this disagreement. Furthermore, it focuses to what extent the directors of these two center categories try to influence school in such questions, and how they possibly may do this. The material derives from a nationwide survey (1310 directors) and an interview study (16 directors). The directors experience disagreements to a small extent and least in private centers. However, some disagree about to which extent the adults should lead children's learning. This study reveals a great variety in how much the directors try to influence school. The municipal directors are most active.

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Kvalitet i læring i barnehagen. En analyse av styringsdokumenter fra OECD og Norge

Cited by 10 publications

References 2 publications

Teaching in preschool: heads of preschools governance throughout the systematic quality work

Teaching in preschool: heads of preschools governance throughout the systematic quality work

The Norwegian Early Childhood Education and Care institution as a learning arena: autonomy and positioning of the pedagogic recontextualising field with the increase in state control of ECEC content

Barnehagestyreres opplevelser av forholdet til skolen i spørsmål om barns læring

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