When texts become action. The institutional circuit of early childhood intervention

Nilsen, Ann Christin E.

doi:10.1080/1350293x.2017.1380887

Cited by 11 publications

(7 citation statements)

References 17 publications

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“…The risk of assessment materials being based on the ideological code of a majority standard child not only weakens the reliability of the assessment tools themselves, but the neutralization of 'the standard child' as 'the school-ready child' can have more serious implications. When the testing materials are given the status of an objective measure, they can recreate and reinforce social inequality between minority and majority children in ECEC and society as such (Nilsen 2017b). However, standardized assessment and documentation practices can also help to prevent cognitive bias (see, for example, Kahneman (2011) for an introduction to the literature on heuristics and biases) and provide a more effective way of legitimizing and communicating concerns about a child between the ECEC institution and other actors.…”

Section: Discussionmentioning

confidence: 99%

“…Previous empirical research shows that political decisions at the transnational and national levels are increasingly intervening in the everyday work of ECEC teachers (Moss 2016;Nygård 2017;Christensen 2019;Kim 2018;Nilsen 2017b;Einarsdottir et al 2015;Wagner and Einarsdottir 2008). Standardized materials, forms, and practices affect not only how teachers organize their everyday work with children but also how they view and relate to them in practice through the categorization in the materials (Nilsen 2017b;Houmøller 2018;Schmidt 2014;Vik 2018). However, few studies have empirically explored the standpoints of ECEC teachers, their approaches to language assessment, or how they navigate between the polarized ready-for-school and social pedagogy discourses.…”

Section: Literature Reviewmentioning

confidence: 99%

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The ambivalence of assessment — Language assessment of minority-language children in early childhood education and care

Jahreie

2021

European Early Childhood Education Research Journal

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Language development in early childhood education and care (ECEC) has received increased policy attention in the past 20 years. Yet, few empirical studies have explored language assessment from the standpoint of ECEC teachers. Transnational organizations, such as the Organization for Economic Cooperation and Development (OECD), have increased their influence over national ECEC curriculums, stressing early intervention/readiness-for-school approaches to assist vulnerable groups in society. In contrast, the Nordic social pedagogy field perceives early intervention policies a threat to child-centered, playful approaches to learning. Based on interviews with 11 Danish and 11 Norwegian ECEC teachers in Copenhagen and Oslo municipalities, three main forms of ambivalence are identified: (1) ambivalence toward the 'ready-for-school' discourse, (2) ambivalence toward professional autonomy and discretion, and (3) ambivalence toward integration policy and the ideological code of 'the standard child.' The study recommends a more inclusive understanding of the implications of 'adequate language proficiency' and 'school readiness.'

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

The ambivalence of assessment — Language assessment of minority-language children in early childhood education and care

Jahreie

2021

European Early Childhood Education Research Journal

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“…Each category carries with it a preconceived meaning (Nilsen, 2017). When the category is used in an institutional setting, it becomes the foundation upon which certain practices and outcomes are justified.…”

Section: Implications Of the Trauma Discoursementioning

confidence: 99%

construction of a ‘traumatized’ refugee child in need of safety in Norwegian kindergartens

Kimathi¹

2022

JCSW

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This paper explores how kindergarten teachers relate to the concept of safety in the integration of refugee children. My research findings reveal that the concept of safety, or trygghet in Norwegian, is understood as emotional support and comfort accorded to children. The notion of trygghet emerges as an important value-laden concept that shapes and largely influences teachers’ everyday work, and how they relate to children and their parents. The idea of safety is traceable within an institutional discourse mediated by social technology, such as the International Child Development Programme and the Resource Centre for Violence and Trauma programmes, which have their roots in psy-discourses. My findings indicate that the construction of a potentially ‘traumatized’ refugee child is interconnected with the assumed need for safety. When using this discourse in their daily work, the kindergarten staff contribute to constructing and reproducing a specific category that I refer to as the ‘traumatized’ refugee child in need of safety. This standardized understanding risks categorizing refugee children, and highlights how professionals can get caught up in dominant discourses that universalize their routine practices.

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“…De sakkyndiges makt i retten er også diskutert i rettsfaglig sammenheng (Lundeberg, 2004(Lundeberg, , 2005Haugli & Nordhelle, 2014). Det sosiologiske begrepet «circuit of accountability» eller institusjonell sirkulering (Nilsen, 2017) er relevant å bringe inn her. Poenget er at når tekster sirkulerer innenfor et felt og faktabeskrivelsene i systemet blir knyttet til systemets tekster, så blir det en sirkulaer maktutøvelse.…”

Section: Barnevernssystemets Sakkyndige Som Sentral Premissleverandør...unclassified

Seksualitet som legitim faktor i vurdering av mors omsorgsevne

Vagli¹

2021

TNB

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Artikkelen analyserer en ankedoms-prosess i Lagmannsretten fra begynnelsen av 2000-tallet hvor foreldrene var fratatt omsorgsretten, og hvor mors seksualitet og kognitive evner ble tillagt stor vekt i vurderingene av hennes omsorgsevner. Det empiriske grunnlaget for analysen er feltarbeid med observasjon av saksprosessen i retten og naerlesing av doms-dokumentet i etterkant av saken. Det teoretiske perspektivet er sosiologisk med inspirasjon fra diskursteori og studier innen etnometodologi. Jeg har saerlig vaert opptatt av hvordan en diskurs om kjønn, moderskap og seksualitet i en bestemt klasset kontekst, blir dominerende i rettens argumentasjon. Jeg diskuterer hvordan diskursen om morsskyld er knyttet til klasse og det en kan kalle psyko-legalisme hvor psykologisk kunnskap og egenskapsforståelse dominerer. Konklusjonen er at retten kan sees å vaere preget av en vedvarende mors-skyld-diskurs hvor det er legitimt å trekke inn mors seksualitet i vurderingsgrunnlaget for beslutning om omsorgsovertakelse.

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When texts become action. The institutional circuit of early childhood intervention

Cited by 11 publications

References 17 publications

The ambivalence of assessment — Language assessment of minority-language children in early childhood education and care

The ambivalence of assessment — Language assessment of minority-language children in early childhood education and care

construction of a ‘traumatized’ refugee child in need of safety in Norwegian kindergartens

Seksualitet som legitim faktor i vurdering av mors omsorgsevne

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