A Nordic Perspective on Early Childhood Education and Care Policy

Autor/in	Karila, Kirsti
Titel	A Nordic Perspective on Early Childhood Education and Care Policy
Quelle	In: European Journal of Education, 47 (2012) 4, S.584-595 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12007
Schlagwörter	Cultural Context; Foreign Countries; Early Childhood Education; Young Children; Labor Market; Welfare Services; Child Care; Lifelong Learning; Parents; Parent Participation; Educational Policy; Denmark; Finland; Norway; Sweden + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Labour market; Arbeitsmarkt; Fürsorgeeinrichtung; Kinderfürsorge; Kinderbetreuung; Life-long learning; Lebenslanges Lernen; Eltern; Elternmitwirkung; Politics of education; Bildungspolitik; Dänemark; Finnland; Norwegen; Schweden
Abstract	The national policies and historical roots of early childhood education (ECE) vary from society to society. In the Nordic countries, early childhood education and care (ECEC) policies have been built in the context of the welfare state. As such, they are closely connected to other welfare policy areas such as social policy, family policy and education policy, in addition to which a close relationship with labour policy is also evident. This article sheds light on the historical roots of Nordic ECEC policies by describing the commonalities and differences between the Nordic countries. The "Nordic model" is commonly described as integrated. Education, teaching and caring form an integrated unit and the term early childhood education and care is therefore typically used when describing the "Nordic model". It is also said to be based on a child-centred, holistic approach with an emphasis on participation, democracy, autonomy and freedom, while its track record of high quality ECE services is considered to be due in part to the use of a well-trained workforce. The Nordic countries are, however, developing and redefining their ECEC policies in the global economic and cultural context, in which governments have to choose their priorities. Pressure to standardize ECE services is also apparent, and signs of erosion of the key elements of the Nordic model have been seen in recent policy debates. This paper discusses the current direction of Nordic ECE policy making and the future of the Nordic model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10