T. Moser HVE/Barnehagesenteret The Scandinavian Model ? 16.04.2019 EDUCATION INTERNATIONAL EUROPEAN REGION Round Table on Early Childhood Education Sofia, 24.10.2005 The Scandinavian Model ? Thomas Moser Vestfold College Department of Education Denmark University of Education Learning Lab Denmark Noen preliminære tanker og inntrykk ...

T. Moser HVE/Barnehagesenteret 16.04.2019 IS THERE A SCANDINAVIAN MODELL? WHAT KIND OF CRITERIA ? Society Policy/politics Structural, organizational Pedagogy Curriculum Didactics Pedagogical practice Moser - EI Sofia 24.10.05 Noen preliminære tanker og inntrykk ...

SCANDIAVIA …. Denmark, Sweden, Iceland, Finland, Norway About 25 million inhabitants spread out over a big area at the European periphery Living under relatively wealthy (rich) conditions In communities still having a significant (but decreasing) sense of solidarity and trusting in public solutions Feeling some kind of relatedness to each other (e.g.. relying on that “we” have the best social-, welfare and health systems in the world and a not so bad educational system either) Moser - EI Sofia 24.10.05

HOW IS THE SCANDINAVIAN SITUATION? Similarities and differences 1 T. Moser HVE/Barnehagesenteret 16.04.2019 HOW IS THE SCANDINAVIAN SITUATION? Similarities and differences 1 DANMARK SWEDEN ISLAND FINLAND NORWAY NAME “Day offer” -Child-crib -Kindergarten -+ _______ Pre-school Pre-school Day care Pre-school Day-care Kindergarten AGE 0-6 +Kinder-garten class (0)1-6 +Kinder-garten class 0-5 1st class in school +Kindergarten class MINISTRY OF Family and Consumer Affairs Education Education, science and culture Social Affairs and Health Children and Family affairs ->2005, now: Knowledge Public Private ~100 % 90 % 10 % ~97 % ~3 % ~99 % ~1% ~45 % ~55 % Comment: Please check terminology (name) , age, public/private ratio!!!!! Moser - EI Sofia 24.10.05 Noen preliminære tanker og inntrykk ...

T. Moser HVE/Barnehagesenteret 16.04.2019 HOW IS THE SCANDINAVIAN SITUATION? Percentage of children (age 1-5) in day care (2003)1 DANMARK ICELAND SWEDEN NORWAY FINLAND 88 % 85 % 81 % 66 % 55 % 1The Nordic countries in Figures 2004 and 2003; www.norden.org 2 countries with a cash benefit scheme Moser - EI Sofia 24.10.05 Noen preliminære tanker og inntrykk ...

T. Moser HVE/Barnehagesenteret 16.04.2019 HOW IS THE SCANDINAVIAN SITUATION? Percentage of age groups in day care (2003)1 Years of Age DANMARK88 %2 ICELAND 85 % 2 SWEDEN 81 % 2 NORWAY 66 % 2 FINLAND 55 % 2 0 (<1) 9.4 7.8 0.0 2.0 1.4 1 72.4 54.7 44.6 29.8 27.5 2 84.3 89.2 86.9 50.6 43.9 3 92.2 93.3 90.9 76.6 62.3 4 93.5 94.0 85.7 84.2 68.5 5 97.3 92.9 96.9 86.5 73.0 1The Nordic countries in Figures 2004 and 2003; www.norden.org 2 Average age 1-6. Moser - EI Sofia 24.10.05 Noen preliminære tanker og inntrykk ...

T. Moser HVE/Barnehagesenteret 16.04.2019 HOW IS THE SCANDINAVIAN SITUATION? Percentage of professional trained pre-school teachers in the institutions1 DANMARK SWEDEN NORWAY ICELAND FINLAND 60 % 50 % 35 % 32 % 30 % 1 Data from Jan-Erik Johansson presented at the 33rd congress of Nordic Educational Research Education(2005) Not all of the rest are totally untrained! Moser - EI Sofia 24.10.05 Noen preliminære tanker og inntrykk ...

HOW IS THE SCANDINAVIAN SITUATION? What kind of professional training? T. Moser HVE/Barnehagesenteret 16.04.2019 HOW IS THE SCANDINAVIAN SITUATION? What kind of professional training? DANMARK1 SWEDEN2 NORWAY ICELAND FINLAND a merged education for pre-school teachers, social workers and after school teachers a merged teacher education Specific 1 “Non-research based” education 2 Early years teacher: age 1-12 Moser - EI Sofia 24.10.05 Noen preliminære tanker og inntrykk ...

HOW IS THE SCANDINAVIAN SITUATION? Curriculum - revisions/reforms T. Moser HVE/Barnehagesenteret 16.04.2019 HOW IS THE SCANDINAVIAN SITUATION? Curriculum - revisions/reforms DANMARK SWEDEN NORWAY ICELAND FINLAND 2003 Pedagogical curriculum 1,5 pp* 1975 1988 1998 Curriculum for preschool 2004 General advices and comments for quality in preschool ~17 pp* 1992/1996 1st Framework plan 2005 Framework plan for Kindergarten 139 pp* (29 pp)** 1985 Framework-plan 1999 National Curriculum Guide for Pre-schools 47 pp * National Framework for Early Childhood Education and Care 45 pp * *Number of pages – national curriculum **hearing-proposal – new curriculum framework Moser - EI Sofia 24.10.05 Noen preliminære tanker og inntrykk ...

HOW IS THE SCANDINAVIAN SITUATION? Preschool teacher preparation1 T. Moser HVE/Barnehagesenteret 16.04.2019 HOW IS THE SCANDINAVIAN SITUATION? Preschool teacher preparation1 DANMARK ICELAND SWEDEN NORWAY FINLAND AFFILI-ATION College University University College SINCE 1992 1969 1998 2000 1979 ? 1995 DURATION 3 1/2 yrs. 3 yrs. CERTIFI-CATE Social educator Preschool teacher Early years teacher WORK –PLACE Preschool After-school Social work Preschool Preschool After-school Elementary school 1Information taken from a manuscript by Jan-Erik Johansson (2005?) Moser - EI Sofia 24.10.05 Noen preliminære tanker og inntrykk ...

Tracing a Scandinavian Model 1 Parents primary responsibility for education and care TOGETHER WITH a clear national/governmental responsibility Parents influence on pedagogical praxis in Kindergarten Perspectives on Children an Childhood Children as human beings (not human becomings) Childhood as a value “per se” An integrative perspective on and approach to “small small” children (age 0-2/3) and big small children (age 3-6) Values related to children and childhood (UN-declaration of children’s rights) Children must be heard and seen Children’s participation Moser - EI Sofia 24.10.05

Tracing a Scandinavian Model 2 Kindergarten as an cultural institution Transmission and renewing of culture Children as active creators of culture Awareness for different cultures (own and other’s) Live long learning Holistic approach to caring and learning Resistance against/disapprove of testing and assessment Resistance against/disapprove of school-model and -praxis Moser - EI Sofia 24.10.05

Tracing a Scandinavian Model 3 Social competencies and social learning Outdoor activities Health Importance of motor skills and control Romanticism (back to nature; simplicity) Hardiness Self regulation, being in charge, self efficacy Moser - EI Sofia 24.10.05

Tracing a Scandinavian Model 4 Common Scandinavian struggling-projects The status and overall aim of ECE-institutions in the society The identity of the institutions (compared to school) Communication of professional, pedagogical praxis (tacit/silent versus explicit knowledge) The identity and acceptance of the professionals (pure motherhood against academic trained [female] staff) The gender issue Acknowledge of competency and social significance of the work through payment Moser - EI Sofia 24.10.05

T. Moser HVE/Barnehagesenteret 16.04.2019 The Scandinavian Model? Summing up Well, there may be something common … Society: good economy; highly organized society; values like equality and solidarity; attitude to children Policy/politics: (some) political will and financial power; life long learning perspective; public responsibility; Structural, organizational: relatively long history of and strong traditions in ECE; high parent fees; soon accessibility to ECE for almost everybody Pedagogy: integration of education and care; parents influence on pedagogical praxis; the child as subject and human being; the child as actor for his/her own development and learning. IS THERE A SCANDINAVIAN MODELL? Moser - EI Sofia 24.10.05 Noen preliminære tanker og inntrykk ...