Making space for ‘learning’: appropriating new learning agendas in early childhood education and care

Dannesboe, Karen Ida; Westerling, Allan; Juhl, Pernille

doi:10.1080/02680939.2021.1979659

Cited by 7 publications

(4 citation statements)

References 30 publications

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“…However, what presents itself under the umbrella of this Nordic model is complex, diverse and by no means uniform. Despite the differences between the ECEC systems, significant similarities exist across the Nordic countries in relation to values, policies and practices, and not everything that takes place in ECEC in the Nordic countries can be linked to the Nordic model as there are other coexisting influences (see, for instance, Dannesboe et al, 2021).…”

Section: Discussion/conclusionmentioning

confidence: 99%

Nordic approaches to evaluation and assessment in early childhood education and care

Urban,

Reikerås,

Eidsvåg

et al. 2023

Global Studies of Childhood

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This paper presents and discusses the findings of a collaborative investigation into Nordic approaches to evaluation and assessment in early childhood education and care. The project explored values and principles that underpin and guide evaluation in ECEC systems and practices in five Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. The qualitative study combined documentary analysis with interviews with early childhood educators, academics and policy makers. The study was commissioned by the Nordic Council of Ministers in order to shed light on the values and principles that have guided the evaluation and assessment of the quality of early childhood education and care in the various Nordic countries, the ways in which evaluation and quality assessment has been developed in the Nordic countries and the parties responsible for carrying out the evaluation and assessment. Central to our exploration was whether a coherent Nordic approach exists and what characteristics distinguish it from other possible models of ECEC system evaluation. This question has gained relevance in global contexts of International Large-scale Standardised Assessments in ECEC, promoted most prominently the Organisation for Economic Co-operation and Development (OECD). Our findings confirm the existence of a Nordic approach, consisting of a shared and coherent understanding of the underpinning values, the purpose and the appropriate methodologies across several dimensions of comparison between countries as well as within countries. Shared values and principles include well-being, child-centredness, play, learning, professionalism and reducing inequalities. Shared purpose of evaluation is to provide relevant information to improve the quality of the ECEC system. In consequence, the focus is on evaluating settings and systems that enable children to thrive, rather than assessing individual children. Nonetheless, the Nordic model must be carefully interpreted in its specific contexts. Much responsibility is delegated to the municipality level, leading to local variations and influences. More generally, we found the Nordic approaches to evaluation and assessment in ECEC firmly situated in a Nordic model of governance that emphasises decentralisation and values local democracy. We discuss the implications of this for international comparative research in ECEC, for further research into the relationship between the central and the local in ECEC and for the possibility of an explicit Nordic contribution to informing the global ECEC policy debate.

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Section: Discussion/conclusionmentioning

confidence: 99%

Nordic approaches to evaluation and assessment in early childhood education and care

Urban,

Reikerås,

Eidsvåg

et al. 2023

Global Studies of Childhood

View full text Add to dashboard Cite

show abstract

“…Thus, the learning agenda creates an asymmetrical distribution of tasks between pedagogues and parents. Furthermore, the emphasis on learning potentially marginalises both the pedagogy and care arrangements shared between the family and the ECEC provider and the parents’ perspectives in the cooperation (Dannesboe et al, 2023; Westerling and Juhl, 2021). The pedagogues are expected to advise and guide the parents, and this includes ensuring that the learning agenda becomes part of the parent’s daily interactions with their child.…”

Section: The Emergence Of Ideals Associated With Consensual Partnershipmentioning

confidence: 99%

The changing policy ideals for parental cooperation in early childhood education and care

Schmidt

Alasuutari

2023

Global Studies of Childhood

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How parents spend time with their children, what they teach their children and how they raise them in the early years have again become topics of policymaking and public debate. There is an intensive discussion about parental involvement in early childhood education and care (ECEC). The Organisation for Economic Co-operation and Development’s Starting Strong series provides ECEC policy guidelines for national governments that include guides for parental involvement. With inspiration from the sociocultural policy approach, this paper suggests that there has been a shift in the Starting Strong series from underlining policy ideals for parental partnership to focussing on the learning environment. This paper examines how these transnational ideals (re)appear, transform and shift in the ECEC policy documents released in the first two decades of the 21st century in two Nordic countries: Denmark and Finland. Both Nordic countries have been involved in the Starting Strong series since the turn of the millennium. The paper also outlines how transnational ideals have become entangled in policy documents in these Nordic contexts in varied ways and how parental involvement is politicised across each of the two countries. We argue that this politicisation not only marks an intensification in parenting but also attempts to institutionalise the ECEC–family relationship, implying that the parent as well as the child must be enlightened. Thus, we seek to question the process of problematising the parent and the child’s home in the policies and to enable new thinking and action to address this issue.

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“…2 Det ene projekt blev gennemført i to forskellige dag institutioner i en større dansk kommune i 2018-2020. Her undersøgte vi gennem delta gende observationer og kvalitative interviews, hvordan de nye opgaver med at understøtte foraeldre i at etablere hjemmelaeringsmiljø fik betydning for det paedagogiske arbejde og for foraeldresamarbejdet set fra henholdsvis et børneperspektiv, et paedagogperspektiv og et ledelsesperspektiv (Dannesboe et al, 2022). Det andet projekt blev gennemført i to daginstitutioner i den samme kommune i 2021-2022, og her undersøgte vi med delta gende observationer og kvalitative interviews, hvordan opgaver forbundet med små børns laering får betydning for familieliv og foraeldres forståelser af deres ansvar (Westerling & Juhl, 2020).…”

Section: Datagrundlagunclassified

”Hun er jo mit barn, men det er deres sted” – Forældre og pædagogers grænsesøgning i hverdagens samarbejde

Juhl

Westerling²,

Dannesboe³

2023

Barn

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I denne artikel viser vi, hvordan det daglige samarbejde mellem pædagogisk personale og forældre præges af stigende institutionalisering af forældreansvar, og af at arbejdsdelingen mellem daginstitution og familie ændrer sig. Artiklens analyser bygger på empirisk materiale fra to forskningsprojekter i danske daginstitutioner. Projekterne har haft henholdsvis pædagogers og forældres perspektiver på samarbejdet om børns tidlige læring i fokus. I denne artikel sætter vi primært fokus på forældrenes perspektiver og inddrager kun i mindre omfang pædagogernes perspektiver. Teoretisk tager vi afsæt i en forståelse af familien som social praksis forbundet til andre praksisser og i forlængelse heraf en forståelse af forældreskab som et fænomen, der udspiller sig i og formes i mødet med omsorgsgivere andre steder – fx i daginstitutionen. Analytisk bruger vi begrebet grænsesøgning til at sætte fokus på, hvad forældre og pædagoger hver især gør for at håndtere samarbejdet mellem familie og daginstitution i hverdagens møder, og hvordan arbejds- og ansvarsfordeling forhandles. English abstract “She’s my child, but it’s their place” – Boundary work in everyday life In this article, we show how the daily collaboration between pedagogues and parents is characterised by increasing institutionalisation of parental responsibility, and that the boundaries between day care institution and family have changed. The analyses in this article are based on empirical data derived from two research projects in Danish day care institutions. Theoretically, we take as our starting point an understanding of the family as social practice connected to other practices, and in an understanding of parenthood as a phenomenon that is shaped and developed in the daily encounters with caregivers elsewhere – e.g., in the day care institution. Analytically, we use the concept of boundary work to focus on what parents and pedagogues do to deal with collaboration between family and day care in everyday encounters, and how the division of labour and responsibilities is negotiated.

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Making space for ‘learning’: appropriating new learning agendas in early childhood education and care

Cited by 7 publications

References 30 publications

Nordic approaches to evaluation and assessment in early childhood education and care

Nordic approaches to evaluation and assessment in early childhood education and care

The changing policy ideals for parental cooperation in early childhood education and care

”Hun er jo mit barn, men det er deres sted” – Forældre og pædagogers grænsesøgning i hverdagens samarbejde

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