Practice versus Politics in Danish Day-Care Centres: How to Bridge the Gap in Early Learning?

Autor/inn/en	Clasen, Line Engel; Jensen de López, Kristine
Titel	Practice versus Politics in Danish Day-Care Centres: How to Bridge the Gap in Early Learning?
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 4, S.536-554 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1189721
Schlagwörter	Child Care Centers; Foreign Countries; Communication Skills; Literacy Education; Educational Practices; Preschool Teachers; Child Caregivers; Story Reading; Comparative Analysis; Political Attitudes; Interviews; Teacher Attitudes; Teaching Methods; Politics of Education; Early Childhood Education; Educational Policy; Faculty Development; Educational Philosophy; Denmark + Suchen Sie Ihr Suchwort? Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Ausland; Kommunikationsstil; Bildungspraxis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Political attitude; Politische Einstellung; Interviewing; Interviewtechnik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Educational policy; Bildungspolitik; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungsphilosophie; Erziehungsphilosophie; Dänemark
Abstract	It is essential that early educators in day-care services possess adequate pedagogical tools for supporting children's communicative development. Early literacy programmes (ELPs) are potential tools. However, studies investigating the effects of ELPs seldom address implementation processes or the programme users' perspectives. This study sheds light on the practices of Danish pedagogues when engaging in shared book reading with children with the aim of: (1) foreseeing the success of the implementation of the first Danish ELP; and (2) comparing day-care centres' practices to Danish "New Nordic School" (NNS) political statements on early learning. This study presents results from 18 pre-programme interviews with pedagogues and illustrates their daily practices prior to the ELP implementation. Results suggest that: (1) there is a potential gap between practice and politics concerning Danish practices for promoting early learning; and (2) certain aspects related to existing pedagogical practices may be foreseen as potential challenges for the implementation of structured ELPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01