Nordic Comparative Analysis of Guidelines for Quality and Content in Early Childhood Education

Roth, Ann-Christine Vallberg

doi:10.7577/nbf.693

Cited by 30 publications

(23 citation statements)

References 24 publications

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“…In her comparative analysis of ECEC guidelines throughout the Nordic countries, Ann-Christine Vallberg Roth (2014) found that Finland and Iceland explicitly include religion (understood as the religious traditions of the children attending ECECs) in their curricula. She finds that Norway and Iceland distinguish themselves from the other Nordic countries in that their curricula state that "ECE practices should be based on the Christian heritage and tradition" (ibid., p. 14).…”

Section: Religion In Nordic Ececs and Ectesmentioning

confidence: 99%

Religious Festivals in Early Childhood Education and Care (ECEC) Institutions: A Norwegian Case Study

Krogstad¹

2017

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This paper investigates how teachers at Norwegian early childhood education and care (ECEC) institutions interpret the national curriculum’s mandate that children should learn about religion and religious festivals. The results from an empirical study conducted in one religiously diverse ECEC, which is attended by children from both Christian and Muslim families, serve as the context for this analysis. The study identifies discrepancies between the ideal provided by the national curriculum and the reality described by teachers and parents. In the case of the ECEC studied, religion as such causes uneasiness among the teachers. As a result, Christian festivities focus more on traditions than religion, and Muslim holidays are ignored. Parents are largely uninformed about the purpose and content related to religious festivities at their children’s ECEC. A starting point in addressing teachers’ uncertainty over how to comply with the curricular mandate is to design pedagogical activities around religious festivities that aim to achieve learning and mutual understanding among the children.

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Section: Religion In Nordic Ececs and Ectesmentioning

confidence: 99%

Religious Festivals in Early Childhood Education and Care (ECEC) Institutions: A Norwegian Case Study

Krogstad¹

2017

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“…Two distinct approaches to early childhood education and care were identified in the OECD reviews of early childhood education and care in 20 countries (OECD 2001(OECD , 2006 and are also described in detail in a recent Nordic study (Vallberg Roth 2013), the early education approach and the social pedagogy approach. The early education approach generally results in a more centralising and academic strategy towards curriculum content and methodology, while the social pedagogy tradition remains more local, child-centred and holistic.…”

Section: Introductionmentioning

confidence: 99%

Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries

Einarsdóttir

Purola

Johansson

et al. 2014

International Journal of Early Years Education

121

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The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, Values education in Nordic preschools: Basis of education for tomorrow, the aim of which is to explore values education from various perspectives, policy levels, institutional levels and personal levels. The study applies Habermas's theoretical ideas of communicative actions, lifeworld, and the system. Here the focus is on the system level, namely, values in national curriculum guidelines that serve as the basis of pedagogical practices in preschools in the Nordic countries. Thematic research analysis described by Braun and Clarke inspired the qualitative analysis of the documents. In addition, a quantitative language-based approach was applied to the study. Keywords related with democratic, caring and competence values were selected. The findings reveal different dimensions and meanings of the three value fields, such as democracy as being and/or becoming; care as fulfilment of basic needs and an ethical relationship; and competence values as learning for sociality and academic skills.

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“…Kvalitet betyr forskjellige ting, er knyttet til ulike oppfatninger, interesser og ulike kontekster i utdanningen (Dahler-Larsen, 2013, s.34). I de nordiske landene relateres kvalitet i barnehagelaererutdanningene i stor grad til retningslinjer i utdanningen (Roth, 2014). Samtidig råder en felles oppfatning om at kvalitetsbegrepet er relatert til prosesser (Harvey, 2006;Hatlevik, 2016;Wittek & Kvernbekk, 2011).…”

Section: Kvalitetsbegrepet I Høyere Utdanningunclassified

Studenters oppfatninger av god og dårlig praksisveiledning i barnehagelærerutdanning 

Worum¹,

Bjørndal

2018

NORDVEI

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SammendragFormålet med artikkelen er å få innsikt i studenters oppfatninger av god og dårlig praksisveiledning i barnehagelaererutdanningen, noe som er avgjørende for å utvikle praksisveiledningens kvalitet. Studentperspektivet på praksisveiledningens kvalitet er lite fremtredende i nordisk forskning på barnehagelaererutdanning. Studien er basert på fire fokusgrupper, der studenter fra 1.-3. studieår i barnehagelaereutdanningen utveksler erfaringer og synspunkter på hva de oppfatter som god og mindre god praksisveiledning. Studentenes oppfatninger av kvalitet omfatter åtte aspekt; oppfølging av veilederen, veiledning tilpasset sitt behov, gode tilbakemeldinger, bli utfordret av veilederen, åpen dialog og gjensidig laering, veiledning sammen med andre men også alene, gode holdninger hos veilederen og godt samspill mellom praksis og campus. Funnene diskuteres i forhold til internasjonal forskning og diskursen mellom veiledningspedagogiske tradisjoner, og sees i lys av kvalitetsbegrepet i høyere utdanning med vekt på prosesskvalitet.The purpose of this article is to gain insight into student-perceptions of supervision of practical training in kindergarten teacher-education. Today there is little Nordic research from the student-perspective on the quality of supervision of practical training in kindergartens. In this study students in their first, second, and third years of study, divided into four focus-groups, exchanged experiences and views on what they perceive as good and bad practical supervision. Students' perceptions of quality include; follow-up from the practical-training supervisor, supervision adapted to their needs, good feedback, being challenged by the supervisor, open dialogue and mutual learning, supervision along with others but also alone, good attitudes of the mentor, and good interaction between the practical placement and campus. The findings are discussed in relation to international research and the discourse between central Nordic schools of supervision. Findings are also seen in light of the concept of quality in higher education.

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Nordic Comparative Analysis of Guidelines for Quality and Content in Early Childhood Education

Cited by 30 publications

References 24 publications

Religious Festivals in Early Childhood Education and Care (ECEC) Institutions: A Norwegian Case Study

Religious Festivals in Early Childhood Education and Care (ECEC) Institutions: A Norwegian Case Study

Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries

Studenters oppfatninger av god og dårlig praksisveiledning i barnehagelærerutdanning

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