Icelandic parents' views on the national policy on early childhood education

Abstract

Considerable change has taken place in Icelandic early childhood education during the past few decades. Preschool, from being geared primarily towards children with evident social needs, has become all but universal. The aim of this study was to shed light on Icelandic parents' views on their children's preschool education and to examine how their views harmonize with the nation's preschool policy. The participants in this study, 43 parents of five-and six-year-old children in three preschools in Reykjavík, participated in focus-group interviews concerning the preschool curriculum. The results indicate that the parents' main expectation of the preschools was that they should support the children's social development; the way in which the preschool day was organized, and the content of the curriculum seemed to be less important to them. Parents wanted their children to have the opportunity not only to enjoy themselves as individuals, but to learn self-reliance and respect for other people. Care-giving and attentiveness of the staff were more important than the teaching of knowledge and skills. These views are compatible with the social pedagogical tradition, the Icelandic Preschool Act, and the National Curriculum Guidelines for Preschools.

Child-centred education: preschool teachers’ beliefs and self-reported practices

“…Moreover, their beliefs that the socialemotional domain should receive the most support were strongly reflected in their self-reported practices. As well as teachers' own beliefs, parents' expectations related to the social-emotional domain may also influence teachers' practices (Einarsdottir, 2010;Özen, 2008;Sahin, Sak, & Sahin, 2013;Sevinç, 2006).…”

From play to school: are core values of ECEC in Iceland being undermined by ‘schoolification’?

“…Still, the majority of the respondents in Einarsdóttir's study felt that the main purpose of playschools was not to prepare children academically for primary school. Instead they believe playschool offers children important opportunities to play, to make friends, to become more independent and selfassured, as well as teaching them respect for others and themselves (Einarsdóttir 2010). These views are in line with the core values of play-based learning emphasised in the NC,…”

Farklı Meslek Çalışanı Ebeveynlerin Okul Öncesi Öğretmenlerine İlişkin Görüşlerine Nitel Bir Bakış

“…Ayrıca annelerin çoğunluğu çocuğunun akademik bilgi ve beceri seviyesinin artmasını çok önemsediklerini dile getirmişlerdir. Çoğu ebeveyn okul öncesi eğitim kurumlarından çocuklarının sosyal becerilerini geliştirerek ilkokula hazırlamasını beklemektedir (Acchpal, 2000;Einarsdottir, 2010;Sevinç, 2006;Şahin, Sak, & Şahin-Sak, 2013). Aslanargun ve Tapan (2011) çalışmalarında ailelerin okul öncesi eğitim kurumlarından çocuklarının daha iyi eğitim almaları, birinci sınıfta daha başarılı olmaları, okula adapte olmaları, bilginin farkına varmaları ve okulla ilgili sorumluluk almaları gibi beklentileri olduğunu ifade etmişlerdir.…”