# data[].attributes.headline
presentation : nordic countries - Molly Edwards 

# data[].attributes.subject
presentation : nordic countries - Molly Edwards 

# data[].attributes.attachment_link.title
Quality in Norwegian childcare for toddlers using ITERS-R

# data[].attributes.attachment_link.description
(2018). Quality in Norwegian childcare for toddlers using ITERS-R. European Early Childhood Education Research Journal: Vol. 26, No. 1, pp. 111-127.

# data[].attributes.attachment_link.title
Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries

# data[].attributes.attachment_link.description
(2015). Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries. International Journal of Early Years Education: Vol. 23, No. 1, pp. 97-114.

# data[].attributes.attachment_link.title
A Nordic Perspective on Early Childhood Education and Care Policy

# data[].attributes.attachment_link.description
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...

# data[].attributes.attachment_link.readable_text
The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, Values education in Nordic preschools: Basis of education for tomorrow, the aim of which is to explore values education from various perspectives, policy levels, institutional levels and personal levels. The study applies Habermas's theoretical ideas of communicative actions, lifeworld, and the system. Here the focus is on the system level, namely, values in national curriculum guidelines that serve as the basis of pedagogical practices in preschools in the Nordic countries. Thematic research analysis described by Braun and Clarke inspired the qualitative analysis of the documents. In addition, a quantitative language-based approach was applied to the study. Keywords related with democratic, caring and competence values were selected. The findings reveal different dimensions and meanings of the three value fields, such as democracy as being and/or becoming; care as fulfilment of basic needs and an ethical relationship; and competence values as learning for sociality and academic skills.

Additional information

Funding

This study is created with financial support from the NordForsk research programme 'Education for Tomorrow' (project no. 53381). The Finnish part is also funded by the Academy of Finland (project no. 264370).

# data[].attributes.attachment_link.title
Democracy, caring and competence: values perspectives in ECEC curricula in the Nordic countries

# data[].attributes.attachment_link.description
The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence.

# data[].attributes.attachment_link.readable_text
ABSTRACT
Europe is often characterized as being divided into four blocks of countries with their own distinct cultural, historical, political, and economic characteristics. The geopolitical diversity within the EU is also recognized in a wide variety of different traditions for ECEC and upbringing of children. Nowadays, new reforms and policy initiatives are trying to introduce common ECEC quality framework. These recent developments might produce tensions, as the ECEC traditions seem to be incompatible with the new reforms to different degrees and might either slow or accelerate the political initiatives. This article aims to illuminate how different traditions affect everyday ECEC practice with examples from Eastern and Nordic ECEC. The recent development of economics-based approaches introduction of a common ECEC quality framework are critically discussed with reference to Danish and Slovak early childhood pedagogies. The method used is a comparative case study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by VEGA Agency under Grant 1/0303/22, VEGA Agency under Grant 1/0002/21, APVV Agency under Grant APVV-19-0314 and the Villum Foundation (project REFEE)

# data[].attributes.attachment_link.title
Early childhood education and care traditions and policy in an expanding Europe

# data[].attributes.attachment_link.description
ABSTRACT Europe is often characterized as being divided into four blocks of countries with their own distinct cultural, historical, political, and economic characteristics. The geopolitical diversity within the EU is also recognized in a wide variety of different traditions for ECEC and upbringing of children.

# data[].attributes.body
country selected : NORDIC COUNTRIES