Reflections on the Revised National Curriculum for Preschool in Sweden – interviews with the heads

Brodin, Jane; Renblad, Karin

doi:10.1080/03004430.2013.788500

Cited by 13 publications

(22 citation statements)

References 25 publications

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“…The academic level on teacher training has been highly stressed in Sweden during the last decades (Brodin & Renblad, 2014a;Sheridan, 2009). The teacher training is in Sweden 3,5 years, in Bulgaria 2.5 years and in Austria 5 years alternatively 2 years at college for Kindergarten pedagogues.…”

Section: Discussionmentioning

confidence: 99%

“…A study on quality in preschool based on focus group methodology was conducted from the perspectives of the heads of the municipal preschools (Brodin & Renblad, 2014a). The questions concerned reflections on the curriculum, systematic quality work and the role of the heads.…”

Section: Previous Researchmentioning

confidence: 99%

“…However, the teachers' attitudes to preschool, i.e., ways of working, interaction between the children and between the children and the teachers and parental cooperation are also vital factors for the quality. Furthermore the activities in preschool per se must be followed up and evaluated in order to form the basis for making changes for improvement (Brodin & Renblad, 2014a). Our interpretation is that quality in preschool should be based on how the activities are conducted to promote child development and learning in an optimal way, i.e.…”

Section: Introductionmentioning

confidence: 99%

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Preschool teachers' understanding of quality in preschool: a comparative study in three European countries

Brodin

Hollerer

Renblad

et al. 2014

Early Child Development and Care

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PostprintThis is the accepted version of a paper published in Early Child Development and Care. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination.Citation for the original published paper (version of record):Brodin, J., Hollerer, L., Renblad, K., Stancheva-Popkostadinova, V. (2015) Preschool teachers' understanding of quality in preschool: a comparative study in three European countries. The aim of this article is to highlight the concept quality with special focus on preschool teachers understanding and compare what preschool teachers in Austria, Bulgaria and Sweden regard as quality. Although quality is at high degree a subjective concept, some aspects are regarded decisive for good quality. A questionnaire was distributed to 45 preschools. Data has been stored, processed and compiled with the web-based program 'Netigate'. Totally 117 preschool teachers answered the questionnaire. The results between the three countries have been compiled, processed, ranked and compared and show a glace of different ways to interpret quality, although there are also similarities. Many differences are related to social, cultural and financial issues in the countries per se but there are also organizational and structural differences. Further comparative research need to focus on modes to improve the quality in preschool and on increasing children's influence. Early Child Development and

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Section: Discussionmentioning

confidence: 99%

Section: Previous Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Preschool teachers' understanding of quality in preschool: a comparative study in three European countries

Brodin

Hollerer

Renblad

et al. 2014

Early Child Development and Care

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“…the curricula for 6-year-olds (Autio 2006;Brotherus 2004;Turunen, Uusiautti, and Määttä 2014); however, most of the research in the Nordic countries has covered the whole age range from birth up to school entry. This research has comprised a variety of topics, such as contents of the steering documents (Alvestad, Bergem, Eide, Johansson, Pálmadóttir, Pramling Samuelsson, and Winger 2014;Vallberg Roth 2014), the values contained in the documents (Broström 2013;Einarsdottir et al 2015), reflections of heads of preschools on the written curricula (Brodin and Renblad 2014), and 'the best interests' of the child as discussed in ECEC policy documents (Rutanen 2011).…”

Section: Previous Research On Nordic Ecec Curriculamentioning

confidence: 99%

“…An interview study by Brodin and Renblad (2014) conducted in Sweden focused on the reflections and interpretations of preschool heads regarding three themes: the revised and the leadership role of the interviewed heads concerning the curriculum and quality work.…”

Section: Previous Research On Nordic Ecec Curriculamentioning

confidence: 99%

Younger children in ECEC: focus on the national steering documents in the Nordic countries

Hännikäinen

2015

Early Child Development and Care

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The aim of this study was to review the national steering documents on ECEC in Denmark, Finland, Iceland, Norway and Sweden, with the focus on children up to the age of three, posing the question: what do these documents tell us about ECEC for younger children in the Nordic early childhood settings? Methodologically, a qualitative document analysis was applied. The documents provide a picture of young children whose age, individual needs and a number of other factors, such as cultural background, should be taken into account in ECEC. These children learn holistically, in close interaction with their environment. Their safety and wellbeing are seen as paramount. The physical and social worlds of children expand with the help of experienced and sensitive educators. However, younger children are rarely addressed specifically in these documents. For instance, many important themes, such as the very beginning of the child's attendance in ECEC, are poorly explicated in them.

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Early Childhood Educators’ Perspectives of the Swedish National Curriculum for Preschool and Quality Work

Brodin

Renblad

2014

Early Childhood Educ J

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There is today an increasing global interest in early childhood education, especially with regard to curriculum and quality work. The aim of this article is to study preschool teachers' and child care workers' views on the revised national curriculum for preschool in Sweden (Lpfö 98, rev. 2010), and if the educators perceive that they can conduct quality work based on the curriculum. This article is based on a web-based questionnaire distributed to all municipal preschool teachers and child care workers (in this study called educators) employed in a small municipality (n = 111). The questionnaire consisted of eight questions with 54 sub-items with five reply alternatives, including 'don't know'. The reply frequency was 58.6 % (n = 65). Data were compiled and processed in a computer based program. The results showed that the preschool educators were positive to the curriculum and regarded it as a tool for improving the quality in preschool. The most important factors for increasing the quality were, according to the results, the educators' attitudes, the number of children in the group and the teacher-to-child ratio.

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Reflections on the Revised National Curriculum for Preschool in Sweden – interviews with the heads

Abstract: In Sweden a Revised National Curriculum for Preschool (Lpfö 98, rev. 2010

Cited by 13 publications

References 25 publications

Preschool teachers' understanding of quality in preschool: a comparative study in three European countries

Preschool teachers' understanding of quality in preschool: a comparative study in three European countries

Younger children in ECEC: focus on the national steering documents in the Nordic countries

Early Childhood Educators’ Perspectives of the Swedish National Curriculum for Preschool and Quality Work

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