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Nordic Social Pedagogical Approach to Early Years

  • Book
  • © 2017

Overview

Editors:
  1. Charlotte Ringsmose

    1. The Danish School of Education, Aarhus University, Copenhagen, Denmark

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  2. Grethe Kragh-Müller

    1. The Danish School of Education, Aarhus University, Copenhagen, Denmark

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  • Studies, presents and explains the Nordic approaches to child care
  • Provides examples of different educational philosophies that strongly influence childhoods
  • Takes into account the Nordic approach as practised in Denmark, Norway, Sweden and Iceland

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xiv
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  2. Danish/Nordic Child Care Tradition

    1. Front Matter

      Pages 1-1
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    2. The Key Characteristics of Danish/Nordic Child Care Culture

      • Grethe Kragh-Müller
      Pages 3-23

    3. Values in Danish Early Childhood Education and Care

      • Stig Broström, Anders Skriver Jensen, Ole Henrik Hansen
      Pages 25-41

    4. The History of Children’s Engagements in Danish Child Care

      • Jakob Waag Villadsen, Pernille Hviid
      Pages 43-62

    5. Opportunities and Challenges in Icelandic Early Childhood Education

      • Johanna Einarsdottir
      Pages 63-72

    6. Comparative Perspectives on Early Childhood: Choices and Values

      • Charlotte Ringsmose, Sigrid Brogaard-Clausen
      Pages 73-92

  3. Key Characteristics in Nordic Child Care Unfolded

    1. Front Matter

      Pages 93-93
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    2. The Role of Play in Danish Child Care

      • Ditte Alexandra Winther-Lindqvist
      Pages 95-114

    3. Outdoor Education in the Nordic Region

      • Ellen Beate Hansen Sandseter, Olav Bjarne Lysklett
      Pages 115-132

    4. Children’s Perspectives on Their Everyday Lives in Child Care in Two Cultures: Denmark and the United States

      • Grethe Kragh-Müller, Rebecca Isbell
      Pages 133-151

    5. Increasing Pedagogical Attentiveness Towards Children’s Perspectives and Participation in Toddler Child Care

      • Lone Svinth
      Pages 153-170

    6. Children and Pedagogues as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns

      • Berit Bae
      Pages 171-187

    7. How Positive Childhood Experiences Promote Children’s Development of Democratic Skills in Denmark

      • Charlotte Ringsmose, Grethe Kragh-Müller
      Pages 189-204

    8. Re-metaphorizing Teaching and Learning in Early Childhood Education Beyond the Instruction – Social Fostering Divide

      • Niklas Pramling, Elisabet Doverborg, Ingrid Pramling Samuelsson
      Pages 205-218

    9. Collaboration Between Child Care and Parents: Dilemmas and Contradictory Condititions in the Institutional Arrangement of Child Care

      • Maja Røn Larsen
      Pages 219-236

    10. The Professional Identity of the Danish Pedagogue: Historical Root in an Education with Focus on Democracy, Creativity, Dannelse and a ‘Childhood Logic’

      • Sigrid Brogaard-Clausen, Charlotte Ringsmose
      Pages 237-252

    11. Leading Pedagogical Quality in the Context of Finnish Child Care

      • Elina Fonsén, Janniina Vlasov
      Pages 253-265
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Keywords

About this book

This book studies the major characteristics of the social pedagogical approach to early childhood education and care. It does so by investigating the distinctive elements of the Nordic approach and tradition. The cultural, educational, and ideological structures and values within the Nordic tradition indicate a strong “social pedagogical” rather than “early education” emphasis. The Nordic tradition applies a social learning approach that emphasizes play, relationships and outdoor life, and presumes that learning takes place through children’s participation in social interaction and processes. Set against this background, the book examines the characteristics of the pedagogue and the important features that develop through the Nordic approach. It compares children educated in the Nordic tradition with those educated in the French-English and Anglo-American tradition. It explores quality in relation to how children can enjoy childhood, and at the same time become able to actively participate in society and develop the social and cognitive skills and competences that individuals require to do well in society.


Editors and Affiliations

  • The Danish School of Education, Aarhus University, Copenhagen, Denmark

    Charlotte Ringsmose, Grethe Kragh-Müller

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