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When we are talking abot research comparing qualified an unqualified staff, do we mean qualified teachers or qualified staff in general?

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When we are talking abot research comparing qualified an unqualified staff, do we mean qualified teachers or qualified staff in general?

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What documentation do we as societies need to have to feel convinced that every child is happy, engaged in the community, and in unfolding a good life now and in the long run?

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What documentation do we as societies need to have to feel convinced that every child is happy, engaged in the community, and in unfolding a good life now and in the long run?

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We most likely in a majority agree we do not want Baby PISA but may be forced to partake. Is it  then not our role to discuss and force our policy makers to partake in the discussion regarding what we do with the outcomes and how it will improve ECEC and strengthen teachers and Nordic values.

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We most likely in a majority agree we do not want Baby PISA but may be forced to partake. Is it  then not our role to discuss and force our policy makers to partake in the discussion regarding what we do with the outcomes and how it will improve ECEC and strengthen teachers and Nordic values.

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How do you recomend  we get implement the newest results from research in practice within ECEC settings?

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I don't wonder if the Nordic Model and the values we wish to promote should not be shared responsibility between Welfare and Education Ministries. As the GERM development is specific to education but our needs in ECEC also exist within welfare issues?

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I don't wonder if the Nordic Model and the values we wish to promote should not be shared responsibility between Welfare and Education Ministries. As the GERM development is specific to education but our needs in ECEC also exist within welfare issues?

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How to assess and notice the unintended consequences of assessment tools?

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How is the welfare state mirrored in our everyday ECEC-pedagogy and what are the important issues to focus upon if we wish to keep and protect these?

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How do we translate and use knowledge from research to develop practise and is it possible to use the research across borders in concern of the variations in local practise?

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How do we translate and use knowledge from research to develop practise and is it possible to use the research across borders in concern of the variations in local practise?

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I wonder if Lasse's analytical points on refugees/immigration could be applied to all children?  

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I wonder if Lasse's analytical points on refugees/immigration could be applied to all children?  

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We talk about high quality of educators and teachers training. But what do we mean by high quality? What are the key competences and how do you fx teach empathy?

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Lasse, do the ministeries of education really know answers to those questions, or is those answers just a fantasy

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Lasse, do the ministeries of education really know answers to those questions, or is those answers just a fantasy

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Wonderful!

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https://padlet.com/NordicECEC2016/seminar

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What is meant by individualization? Is it e.g. the support of each child to create equality in their chances of creating and grabbing opportunities in life? Or maybe it is supporting the individual to perceive the best possible for the individual on behalf of others?

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What is meant by individualization? Is it e.g. the support of each child to create equality in their chances of creating and grabbing opportunities in life? Or maybe it is supporting the individual to perceive the best possible for the individual on behalf of others?

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There is a wide variation between family day care in some small municipality and ecec in a kindergaten in big cities.

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There is a wide variation between family day care in some small municipality and ecec in a kindergaten in big cities.

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PISA is aming at standardised tests for 5 year olds

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PISA is aming at standardised tests for 5 year olds

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Have you, Kristi (or other researchers), looked into the
similarities and differences in the Nordic countries when it comes to the
integration of the services seen at a local level – e.g. from a child and
family perspective?

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Have you, Kristi (or other researchers), looked into the
similarities and differences in the Nordic countries when it comes to the
integration of the services seen at a local level – e.g. from a child and
family perspective?

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Staff can be welltrained, but what keeps them motivated? 

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Staff can be welltrained, but what keeps them motivated? 

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There are also differences in the percentage of private services in the countries. It would be interesting to share information about the steering and  monitoring, quality assessment eg. of the private services.

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There are also differences in the percentage of private services in the countries. It would be interesting to share information about the steering and  monitoring, quality assessment eg. of the private services.

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What about assesment systems? To what extent they are similar/different?

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Welcome to the 'Pedagogy in Early Childhood Education and Care - Nordic Challenges and Solutions' seminar! Leave a comment or question by pressing the plus sign at the bottom right corner of the page.