21 results on '"ECEC"'
Search Results
2. Norwegian Research on ECEC Quality from 2010 to 2021—A Systematic Scoping Review.
- Author
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Furenes, May Irene, Andresen, Anne Kristin, Løkken, Ingrid Midteide, Moser, Thomas, Nilsen, Tone Rove, and Dahl, Anne-Lene Skog
- Subjects
NORWEGIANS ,LITERATURE reviews ,QUANTITATIVE research - Abstract
This review concerns how quality in ECEC is thematized and examined in Norwegian research published in 2010–2021. The review contributes to developing relevant professional knowledge and insight into what quality in ECEC is, should be or can be. A systematic scoping review includes 97 empirical studies of quality in the Norwegian ECEC context. The results show an increase in studies addressing quality after the year 2017. Most studies use interviews and observations, i.e., qualitative data. Research based on quantitative studies mainly applies to questionnaires, whereas multi-method designs occur with the third greatest frequency. The majority of the studies are descriptive or explore relationships. A few studies concern method development, interventions or reviews of the literature. ECEC staff and ECEC teachers are the most common informants. Two-thirds of the studies included were published in English, and only one-third were published in Norwegian. Thematically, process quality emerges as the most studied dimension of quality, dominated by investigating the aspect of staff–child interactions. About one-third of the studies investigate structural quality, with most attention paid to the physical environment and the organization of the ECEC provisions. Less research is directed at result (outcome) quality and curriculum quality. This overview contributes to increased knowledge about how quality is understood and used in research, as an essential prerequisite for creating a safe and sound everyday life for children in ECEC. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
3. Kindergarten practitioners' perspectives on intergenerational programs in Norwegian kindergartens during the COVID-19 pandemic: exploring transitions and transformations in institutional practices.
- Author
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Oropilla, Czarecah Tuppil, Ødegaard, Elin Eriksen, and Quinones, Gloria
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COVID-19 pandemic ,KINDERGARTEN ,INFANTS ,TRANSFORMATIVE learning ,CHANGE - Abstract
Intergenerational programs have benefits for both children and older adults; however, the ongoing pandemic has changed social situations across the globe. The focus of this article is on exploring transitions and transformations due to societal conditions and demands that drive the implementation of intergenerational programs during a time of a global crisis that is the COVID-19 pandemic. Through an online survey form and focus group discussion, a total of 64 kindergarten practitioners shared their perspectives on intergenerational programs between young children and older adults in kindergartens in Norway. Kindergarten practitioners identified challenges that hinder intergenerational programs in kindergarten settings during the pandemic, as well as conditions that facilitate its implementation. Implications from this research indicate the need to think differently to be able to provide children with intergenerational experiences in kindergarten settings in Norway even during the pandemic and beyond. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
4. Norwegian Research on ECEC Quality from 2010 to 2021—A Systematic Scoping Review
- Author
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May Irene Furenes, Anne Kristin Andresen, Ingrid Midteide Løkken, Thomas Moser, Tone Rove Nilsen, and Anne-Lene Skog Dahl
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ECEC ,quality ,Norway ,systematic scoping review ,Education - Abstract
This review concerns how quality in ECEC is thematized and examined in Norwegian research published in 2010–2021. The review contributes to developing relevant professional knowledge and insight into what quality in ECEC is, should be or can be. A systematic scoping review includes 97 empirical studies of quality in the Norwegian ECEC context. The results show an increase in studies addressing quality after the year 2017. Most studies use interviews and observations, i.e., qualitative data. Research based on quantitative studies mainly applies to questionnaires, whereas multi-method designs occur with the third greatest frequency. The majority of the studies are descriptive or explore relationships. A few studies concern method development, interventions or reviews of the literature. ECEC staff and ECEC teachers are the most common informants. Two-thirds of the studies included were published in English, and only one-third were published in Norwegian. Thematically, process quality emerges as the most studied dimension of quality, dominated by investigating the aspect of staff–child interactions. About one-third of the studies investigate structural quality, with most attention paid to the physical environment and the organization of the ECEC provisions. Less research is directed at result (outcome) quality and curriculum quality. This overview contributes to increased knowledge about how quality is understood and used in research, as an essential prerequisite for creating a safe and sound everyday life for children in ECEC.
- Published
- 2023
- Full Text
- View/download PDF
5. Children's use of environmental features affording risky play in early childhood education and care.
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Obee, Patricia, Sandseter, Ellen Beate Hansen, and Harper, Nevin J.
- Subjects
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EARLY childhood education , *CHILD care , *SOCIAL skills , *HUMAN comfort , *RISK assessment - Abstract
Risky play is defined as thrilling and challenging forms of play that have the potential for physical injury and has been linked to development and health benefits for children in the early years. These benefits include risk-assessment skills, increased physical activity and well-being, and promoting social competencies and resilience. Currently, in a Western context, children's opportunities for risky play are decreasing and at the same time, childhood inactivity and coinciding health concerns are on the rise. Risky play may help ameliorate some current health problems for children. This research aimed to increase understanding of how children use affordances (environmental factors that intersect with and influence human behaviours) for risky play. Physical environmental factors have been found to influence children's affordances for all play, including risky play. The study employed a deductive analysis of participant-observer field notes and focused-video observations in order to identify how children utilize indoor and outdoor environmental features for risky play. Data was interpreted through Gibson's theory of affordances and was then fit to established taxonomies of environments for children's risky play. Research was conducted with children, ages 3–4 years, at a kindergarten in Norway. Findings identified environmental affordances for risky play that were actualized by children in this study. We propose that findings from this study may be useful in considering the physical design of early childhood education play spaces. [ABSTRACT FROM AUTHOR]
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- 2021
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6. The Association Between Toddlers' Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality.
- Author
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van Trijp, Catharina P. J., Lekhal, Ratib, Drugli, May Britt, Rydland, Veslemøy, van Gils, Suzanne, Vermeer, Harriet J., and Buøen, Elisabet Solheim
- Abstract
Children who experience well-being are engaging more confidently and positively with their caregiver(s) and peers, which helps them to profit more from available learning opportunities and support current and later life outcomes. The goodness-of-fit theory suggests that children's well-being might be a result of the interplay between their temperament and the environment. However, there is a lack of studies that examined the association between children's temperament and well-being in early childhood education and care (ECEC), and whether this association is affected by ECEC process quality. Using a multilevel random coefficient approach, this study examines the association between toddlers' (N = 1,561) temperament (shyness, emotionality, sociability, and activity) and well-being in Norwegian ECEC and investigates whether process quality moderates this association. Results reveal an association between temperament and well-being. Staff-child conflict moderates the association between shyness and well-being, and between activity and well-being. Moreover, high emotional behavioral support moderates the association between activity and well-being. Extra attention should be paid by the staff to these children's needs. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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7. Validation of the Leiden Inventory for the Child's Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers.
- Author
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van Trijp, Catharina P. J., Lekhal, Ratib, Drugli, May Britt, Rydland, Veslemøy, and Solheim Buøen, Elisabet
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EARLY childhood education ,CONFIRMATORY factor analysis ,QUESTIONNAIRES ,TEST validity ,GENDER - Abstract
The promotion of children's development and well-being is a core concept in Early Childhood Education and Care (ECEC) quality frameworks. Yet, few validated instruments measuring young children's well-being exist. This study examined the validity of The Leiden Inventory for the Child's Well-being in Daycare (LICW-D) (De Schipper et al., 2004b) in a sample of toddlers (n = 1,472) attending ECEC centers in Norway, using confirmatory factor analysis. Factorial invariance across gender and concurrent validity were also investigated. Indicators of concurrent validity were problem behaviors and difficult temperament, as rated by professional caregivers. Results showed a marginally acceptable fit for the hypothesized one-factor model, when allowing the measurement error of four item pairs to be correlated. This slightly modified model showed satisfactory concurrent validity, and factorial invariance across gender was confirmed. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
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8. The Association Between Toddlers’ Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality
- Author
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Catharina P. J. van Trijp, Ratib Lekhal, May Britt Drugli, Veslemøy Rydland, Suzanne van Gils, Harriet J. Vermeer, and Elisabet Solheim Buøen
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temperament ,well-being ,process quality ,ECEC ,Norway ,toddlers ,Psychology ,BF1-990 - Abstract
Children who experience well-being are engaging more confidently and positively with their caregiver(s) and peers, which helps them to profit more from available learning opportunities and support current and later life outcomes. The goodness-of-fit theory suggests that children’s well-being might be a result of the interplay between their temperament and the environment. However, there is a lack of studies that examined the association between children’s temperament and well-being in early childhood education and care (ECEC), and whether this association is affected by ECEC process quality. Using a multilevel random coefficient approach, this study examines the association between toddlers’ (N = 1,561) temperament (shyness, emotionality, sociability, and activity) and well-being in Norwegian ECEC and investigates whether process quality moderates this association. Results reveal an association between temperament and well-being. Staff-child conflict moderates the association between shyness and well-being, and between activity and well-being. Moreover, high emotional behavioral support moderates the association between activity and well-being. Extra attention should be paid by the staff to these children’s needs.
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- 2021
- Full Text
- View/download PDF
9. Validation of the Leiden Inventory for the Child’s Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers
- Author
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Catharina P. J. van Trijp, Ratib Lekhal, May Britt Drugli, Veslemøy Rydland, and Elisabet Solheim Buøen
- Subjects
well-being ,toddlers ,ECEC ,professional caregivers ,Norway ,confirmatory factor analysis ,Psychology ,BF1-990 - Abstract
The promotion of children’s development and well-being is a core concept in Early Childhood Education and Care (ECEC) quality frameworks. Yet, few validated instruments measuring young children’s well-being exist. This study examined the validity of The Leiden Inventory for the Child’s Well-being in Daycare (LICW-D) (De Schipper et al., 2004b) in a sample of toddlers (n = 1,472) attending ECEC centers in Norway, using confirmatory factor analysis. Factorial invariance across gender and concurrent validity were also investigated. Indicators of concurrent validity were problem behaviors and difficult temperament, as rated by professional caregivers. Results showed a marginally acceptable fit for the hypothesized one-factor model, when allowing the measurement error of four item pairs to be correlated. This slightly modified model showed satisfactory concurrent validity, and factorial invariance across gender was confirmed.
- Published
- 2021
- Full Text
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10. ICT 教育における幼小連携に関する研究 ―ノルウェーの取り組みに着目して―
- Author
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松田 こずえ
- Abstract
Copyright of Journal of the International Association of Early Childhood Education is the property of International Association of Early Childhood Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
11. A comparative study of ECEC practitioners' perceptions of children's well-being and their roles in South Korea and Norway.
- Author
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Nah, Kwi-Ok, Bjørgen, K., Go, Y. M., and Yoo, Y. E.
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EARLY childhood education ,CHILD care ,CHILD psychology ,CHI-squared test ,ANALYSIS of variance - Abstract
This comparative study investigated how early childhood education and care practitioners in South Korea and Norway perceive the concept of children's well-being and their own roles in supporting and facilitating children's well-being. Data were collected through online questionnaires from 198 practitioners and analysed utilising chi-square analyses. The results showed that South Korean practitioners perceived the cognitive and economic domains as more important than Norwegian practitioners. Meanwhile, the practitioners from Norway perceived the social domain as more important than South Korean practitioners. Norwegian practitioners perceived physical needs, need for affection, and enjoyment as more important than Korean practitioners. Norwegian practitioners also monitored every child's well-being and more actively encouraged positive interactions and child-initiated activities. Meanwhile, Korean practitioners perceived the need for safety as important and believed that environments were not safe enough for children's health and well-being. These findings suggest that the educational approaches and sociocultural contexts of the two countries influence children's well-being. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
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12. Trends of Early Childhood Curriculum Reform in Norway: Focusing on Gender Equality among Children.
- Author
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Kozue Matsuda
- Abstract
It is important to correct inequalities between men and women and guarantee the freedom to choose life equally regardless of individual attributes. This study focuses on Norway, which is regarded as a gender equal society. Norway has changed from a conservative society with a strong sense of division of labor between men and women to one where men and women are treated equally. The purpose of this study is to clarify the changes in Norwegian childcare policy towards gender equality by focusing on early childhood curriculum in the country. Through this research, we will be able to clarify the meaning of promoting gender equality in childcare in early childhood, and to obtain suggestions for Japan. Using early childhood curriculum (Rammeplan for barnehagens innloud og oppgaver), the way of promoting gender equality among children in ECEC is examined. In Norway, the first Act about ECEC was enacted in 1975, which unified kindergarten and nursery as ECEC (barnehage). The Norwegian ECEC Law (barnehageloven), and government political papers about ECEC were also examined. In addition, the ministries and agencies in charge, the government, the enrollment rate for ECEC, and the ratio of female lawmakers in the parliament were also examined to confirm the social background. As a result, two things became clear. First, gender equality in ECEC has been divided into three stages according to time, and has been promoted step by step. The three stages are as follows: (1) Stage 1: transformation from a male-centered society to a gender-equal society (1975-1994); (2) Stage 2: improvement in the quality of childcare and gender equality (1995-2009); and (3) Stage 3: realization of an equal society that respects diversity (2010-2017). At Stage1, the goal was to increase the number of ECEC to increase in female employment. At Stage 2, attention was focused on the "quality" of childcare. Gender equality among children at ECEC was also regarded as one of the "quality" of childcare. At Stage3, during this period, not only gender equality but also the elimination of all forms of discrimination and respect for diversity were pursued. It was also aimed at ensuring that children experience an equal society in ECEC. Second, in Norway, ECEC has a significant role in providing care and education for children, and also is thought that it has the potential to influence social change. In other words, politics influenced childcare policy. Thus, the conclusion is that emphasis on early childhood education before children developed stereotypes about gender actively promoted gender equality. Further research will examine the realities and changes in gender equality among childcare workers at ECEC. It is also necessary to examine whether there are conflicts between gender equality and respect for diversity in the immigrant Norwegian society. [ABSTRACT FROM AUTHOR]
- Published
- 2020
13. A Study on the Awareness of Male Childcare Workers About Gender Equality: Focusing on Interview Survey in Norway
- Author
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MATSUDA, Kozue
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Norway ,ECEC ,gender role ,male childcare workers ,gender equality - Abstract
The gender of childcare workers is biased towards women, but it is believed that having male childcare workers enhances the “quality” of childcare. In Norway, where gender equality is advancing, male childcare workers have supposedly played a role in promoting gender equality since 2000, and policies have been taken to increase the number of male childcare workers. It was aimed at children having a fair awareness of gender equality in early childhood before developing a gender-role stereotype. This study examined the awareness of gender equality among male childcare workers through interviews with five male childcare workers in Norway. As a result, it was shown that male childcare workers do not think they play a role as a promoter of gender equality and that there are individual differences in awareness of gender roles. It was emphasized that having a diverse range of childcare workers, including male childcare workers, leads to respect for the diversity of children.
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- 2022
14. Institusjonelt eiermangfold og et likeverdig barnehagetilbud
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Anne Sigrid Haugset
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barnehageeierskap ,forskningsoversikt ,styring ,velferdstjeneste ,ECEC ,literature review ,Norway ,public-private partnership ,Special aspects of education ,LC8-6691 - Abstract
Artikkelen sammenstiller og drøfter forskning på spenningen mellom institusjonelt mangfold blant eiere av norske barnehager, og myndighetenes ambisjoner om å gi et likeverdig barnehagetilbud til alle barn. Med basis i 14 forskningsartikler og rapporter fra perioden 2004-2017 finner jeg at private eiere av barnehager har stort handlingsrom og påvirkningskraft i barnehagesektoren. Både lovregulering og institusjonaliserte normer for et godt barnehagetilbud bidrar til at en ser små forskjeller etter eierskap. Disse normene utvikles og vedlikeholdes i nettverk som inkluderer private barnehager. Det har vært lite forskning på disse nettverkene og på de mykere styringsformene i sektoren. Det er spesielt behov for mer kunnskap om hvordan kommunene som forvaltningsorganisasjoner håndterer møtet med større og mer profesjonelle private barnehageeiere. This article reviews research on the tension between institutionally diverse owners of Norwegian early childhood centers/kindergartens and the governments ambitions of providing an equitable, high-quality service to all children. Based on 14 research articles and reports published between 2004 and 2017 I find that private owners of early childhood centers have considerable influence in the Norwegian ECEC-sector. Both legislation and institutionalized norms of what constitutes a good ECEC-service contribute to small differences according to ownership. These norms are developed and maintained in networks including also private early childhood centers. Few researchers have taken interest in the networks and other soft forms of governance in the Norwegian ECEC-sector. We need more knowledge on how the municipalities interact with large, professional private ECEC-owners.
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- 2018
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15. Children’s physical activity level and sedentary behaviour in Norwegian early childhood education and care: effects of a staff-led cluster-randomised controlled trial
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Eivind Andersen, Kari Anne Jørgensen, Janne Borch-Jenssen, Steinar Øvreås, and Thomas Moser
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Early childhood education ,Male ,medicine.medical_specialty ,Names of the days of the week ,Child Behavior ,Health Promotion ,law.invention ,03 medical and health sciences ,0302 clinical medicine ,Randomized controlled trial ,law ,Medicine ,Humans ,030212 general & internal medicine ,Cluster randomised controlled trial ,Socioeconomic status ,Exercise ,Children ,Schools ,business.industry ,Norway ,Physical activity ,Public health ,lcsh:Public aspects of medicine ,Public Health, Environmental and Occupational Health ,lcsh:RA1-1270 ,030229 sport sciences ,Physical activity level ,Sedentary time ,Child, Preschool ,Physical therapy ,ECEC ,Female ,Biostatistics ,School Teachers ,Sedentary Behavior ,business ,RCT ,Research Article - Abstract
BackgroundA growing body of evidence suggest that the children’s physical activity (PA) level in early childhood education and care (ECEC) settings are insufficient. Since most children attend ECEC settings for many hours on most days of the week, and these institutions reach children across the socioeconomic spectrum, the ECEC settings may serve as an ideal avenue for increasing physical activity level, reduce sedentary time and enhance the overall health of young children. This paper investigates the effectiveness of the “Active Kindergarten – Active Children” study to increase children’s PA level and reduce sedentary time within the ECEC setting.MethodsAccelerometers were used to asses PA and sedentary time. A total of 116 three to four-year olds took part in a randomised controlled trial in 11 ECEC settings. Participants were cluster-randomised, by ECEC setting, to either a 12 week staff-led and expert-supported intervention or a waiting list control group.ResultsThe intervention group increased time spent in moderate- and vigorous intensity PA by 10 min/day (95% CI = 3, 18;P = 0.01), took 1909 more steps per day (95% CI = 1130, 2688;P< 0.01) and reduced sedentary time with 14 min/day (95% CI = − 27, − 1;P = 0.04) compared to the control group. The intervention group had a 2.4 higher odds (95% CI = 1.05, 5.7;P = 0.04) of meeting the PA recommendations compared to the control group at follow-up.ConclusionsOur results show that a flexible staff-led and expert-supported multicomponent PA intervention can increase total PA level, moderate- and vigorous intensity PA and reduce time spent sedentary in three to four-year old children during their stay in ECEC settings.Trial registrationThe trial was retrospectively registered on September 19, 2020 and available online at ClinicalTrials.gov: No.NCT04555746.
- Published
- 2020
16. Bridging or Bonding: An Organizational Framework for Studying Social Capital in Kindergartens
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Berit Irene Vannebo and Elin Birgitte Ljunggren
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Knowledge management ,Bridging (networking) ,Samfunnsvitenskap: 200::Sosiologi: 220 [VDP] ,organizations ,Health, Toxicology and Mutagenesis ,media_common.quotation_subject ,qualitative study ,lcsh:Medicine ,Qualitative property ,Samfunnsvitenskap: 200::Statsvitenskap og organisasjonsteori: 240 [VDP] ,Article ,Social Networking ,Phenomenon ,050602 political science & public administration ,Profiling (information science) ,0501 psychology and cognitive sciences ,Organizational theory ,Sociology ,ECEC ,media_common ,business.industry ,Norway ,lcsh:R ,05 social sciences ,Public Health, Environmental and Occupational Health ,Social Support ,Social capital ,Object Attachment ,0506 political science ,community ,Educational Status ,Social Capital ,business ,Welfare ,050104 developmental & child psychology ,Qualitative research - Abstract
The article develops our understanding of social capital by analyzing social capital as an organizational phenomenon. The analysis is based on qualitative data consisting of interviews and documents obtained from six different kindergartens in Norway. Kindergartens are used as a “prism” through which we can understand how social capital is formed—and the mechanisms that shape the development of various forms of networks within welfare organizations. More specifically we look at drop-in kindergartens. The specific purpose of these kindergartens is to provide open and inclusive arenas that promote integration and community. We find that the kindergartens vary in the degree to which they succeed in building bridging forms of networks and communities. Using concepts from organizational theory and Wenger’s (1998) theory of communities of practice, we find that formal organizational factors such as ownership, organizational goals, profiling, location, and educational content impact the formation of bridging forms of social capital. The composition of the user groups and the user groups’ motivation for participating most clearly affect the conditions for community formation. The composition of the user groups is the result of a number of organizational factors and organizational mechanisms. Kindergartens that have a heterogeneous user group, and a user group with a community orientation (Morse 2006), are more successful at creating bridging types of social networks.
- Published
- 2021
17. Cognitive Development and Social Competence in Early Childhood Education and Care
- Author
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Eliassen, Erik
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Cognition ,Norway ,ECEC ,Social competence ,Child development - Abstract
Children’s development is strongly influenced by early childhood experiences, particularly during sensitive periods such as infancy and toddlerhood. In Norway, over 80% of children aged 1-2 years are enrolled in ECEC, but despite being one of the few countries that have implemented universal ECEC from age 1 year, few studies have assessed the impact of infant/toddler enrollment on children’s development. In this dissertation, we assessed the importance of ECEC quality and children’s age of entry into ECEC (timing of care) on children’s short-term development at age 3 years. We used both non-experimental and quasi-experimental techniques to account for selection and omitted variable bias when estimating effects. In Paper I, we estimated the effect of ECEC quality on children’s cognitive development using traditional regression analysis, adjusting for covariates. In Paper II, we estimated the causal effect of age of entry (for children who entered prior to age 2 years) on children’s cognitive development, using instrumental variable analysis. We exploited a ‘natural experiment’ caused by national ECEC enrollment regulations using children’s birth month as an instrument to partial out exogenous variation in age of entry. In Paper III, we estimated the causal effect of age of entry (for children who entered prior to age 2 years) on social competence – expanding on the approach from Paper II by embedding the instrumental variable design within a structural equation modeling framework which allowed for modeling social competence as a latent outcome. The sample consisted of 700-800 children (born in 2011 & 2012) participating in the GoBaN study, who were recruited from over 80 randomly drawn ECEC centers located in 7 different urban areas in Norway. The majority of children came from relatively well-educated middle-class families and were assessed on cognitive abilities (verbal & non-verbal) and social competence. Cognition was measured using two assessments (‘naming vocabulary’ & ‘picture similarities’) from the British Ability Scales III, and social competence was measured using the Lamer Social Competence in Preschool scale. Our findings showed that ECEC quality did not predict cognitive development at age 3 years – independent of socioeconomic background. In contrast, age of entry was an important causal influence for both cognition and social competence. Children performed on average an additional 14.1% of a standard deviation higher on non-verbal ability at age 3 years for every month earlier entry prior to age 2 years; there was no impact on verbal abilities. Surprisingly, children also performed on average an additional 32% of a standard deviation lower in social competence at age 3 years for every standard deviation earlier entry. In conclusion, ECEC during the infant/toddler period exerts both a positive and negative influence on children’s short-term development, resulting in a trade-off between cognition (non-verbal) and social competence for children enrolling prior to age 2 years. A policy-relevant implication of these findings is therefore that today’s regulations which grant enrollment rights based on time of year of birth contribute to substantial heterogeneity in children’s social and cognitive abilities in early childhood – with possible consequences for performance later in school. Although we found no relationship between ECEC quality and children’s development, the use of Infant/Toddler Environment Rating Scale as a measure of quality in Norwegian ECEC has potential limitations and weaknesses. Barns utvikling er sterkt påvirket av tidlige barndomserfaringer, særlig de første leveårene. I Norge går over 80% av barn i alderen 1-2 år i barnehage, men til tross for at Norge er ett av få land som har full barnehagedekning fra ettårsalder, så har få studier undersøkt effekten av barnehage på de yngste barnas utvikling. I denne avhandlingen studerer vi viktigheten av barnehagekvalitet og alder ved barnehagestart på barns kortsiktige utvikling ved 3-årsalder. Vi benyttet oss av både ikke-eksperimentelle og kvasi-eksperimentelle statistiske teknikker for å ta høyde for konfunderende faktorer (selection/omitted variable bias) i effektestimeringen. I første artikkel estimerte vi effekten av barnehagekvalitet på barns kognitive utvikling ved bruk av tradisjonell regresjonsanalyse, justert for kovariater. I andre artikkel estimerte vi den kausale effekten av barnehagestartalder (for barn som begynte i barnehage før fylte 2 år) på barns kognitive utvikling ved bruk av instrumentvariabelanalyse. Vi utnyttet et ‘naturlig eksperiment’ forårsaket av lovregulert rett til barnehageplass ved å bruke barnas fødselsmåned som instrument til å isolere eksogen variasjon i barnehagestartalder. I tredje artikkel estimerte vi den kausale effekten av barnehagestartalder (for barn som begynte i barnehage før fylte 2 år) på barns sosiale kompetanse. Med utgangspunkt i tilnærmingen fra andre artikkel implementere vi instrumentvariabel-designet i en strukturell modell (Structural Equation Model) som muliggjorde å analysere sosial kompetanse som en latent utfallsvariabel. Utvalget bestod av 700-800 barn (født i 2011 & 2012) som deltok i GoBaN-prosjektet, og som ble rekruttert fra 80 tilfeldig valgte barnehager i 7 ulike urbane regioner i Norge. Flesteparten av barna kom fra høyt utdannede middelklassefamilier, og fikk kartlagt kognitive og sosiale ferdigheter. Kognitive ferdigheter ble målt ved bruk av British Ability Scales III, og sosial kompetanse ble målt ved bruk av the Lamer Social Competence in Preschool scale. Resultatene viste at barnehagekvalitet ikke predikerte kognitiv utvikling ved 3-årsalder, uavhengig av sosioøkonomisk bakgrunn. Vi fant imidlertid at barnas alder ved barnehagestart var en viktig årsaksforklaring til variasjon i både kognitive (non-verbale) og sosiale ferdigheter. Barna scoret i gjennomsnitt 14.1% av et standardavvik høyere på non-verbale ferdigheter for hver måned tidligere de begynte i barnehage før fylte 2 år; verbale ferdigheter var upåvirket av barnehagestartalder. Noe overraskende scoret barna i gjennomsnitt også 32% av et standardavvik lavere på sosial kompetanse for hvert standardavvik lavere barnehagestartalder. Konklusjonen er derfor at barnehage for de yngste både er positivt og negativt for barns utvikling på kort sikt dersom de starter i barnehage før de er 2 år; et kompromiss mellom kognisjon (non-verbal) og sosial kompetanse. En politisk relevant implikasjon av disse funnene er derfor at dagens lovregulerte rett til barnehageplass knyttet til når på året barna er født forårsaker vesentlig ulikhet i barns sosiale og kognitive ferdigheter i tidlig barndom, med mulige konsekvenser for seinere skoleresultater. Til tross for at vi ikke fant noen sammenheng mellom barnehagekvalitet og barns utvikling ved 3-årsalder, har bruken av Infant/Toddler Environment Rating Scale som kvalitetsmål på norske barnehager potensielle begrensninger og svakheter.
- Published
- 2018
18. Towards universal quality early childhood education and care: The Norwegian model
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Ellingsæter, Anne Lise, author
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- 2014
- Full Text
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19. Kindergarten — a Universal Right for Children in Norway
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Haug, Kristin Holte and Storø, Jan
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- 2013
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20. Teaching Cultural Heritage In Culturally Diverse Early Childhood Centres In Norway
- Author
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Yngve Skjæveland, Kari Hoås Moen, and Ellen Holst Buaas
- Subjects
Ethnocentrism ,ethnocentricity ,Gender studies ,cultural heritage ,Cultural heritage ,Cultural diversity ,teaching cultural heritage ,ECEC ,norway ,Early childhood ,Sociology ,cultural diversity ,qualitative research ,Qualitative research - Abstract
This article discusses teaching cultural heritage in culturally diverse Early Childhood Centres (ECCs) in Norway. What type of cultural heritage should be conveyed in an ECC with cultural diversity, and in what ways can this happen? Based on interviews with directors and pedagogical leaders in selected ECCs, staff members’ understanding of the concept of cultural heritage and their teaching of heritage in practice is analysed. The findings are analysed within a theoretical framework of cultural heritage, diversity and children’s ‘formation’ (Bildung). The study reveals a lack of consciousness of cultural heritage on behalf of the ECC staff, as well as an absence of criteria for the selection of teaching content. Despite this, the centres have developed a variety of methods and tools in their work with culture and traditions. A critical approach to cultural heritage together with development of competence in the staff is needed. A stronger emphasis on teaching content and on common elements shared by several cultures would strengthen the ECCs’ work in this area.
- Published
- 2016
21. Kindergarten - a Universal Right for Children in Norway
- Author
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Jan Storø and Kristin Holte Haug
- Subjects
Early childhood education ,Sociology and Political Science ,media_common.quotation_subject ,Norwegian ,Pediatrics ,Kindergarten ,Education ,State (polity) ,Childhood education ,Samfunnsvitenskap: 200::Pedagogiske fag: 280 [VDP] ,Pedagogy ,Quality (business) ,Sociology ,Universalism ,media_common ,Community and Home Care ,Norway ,Welfare state ,VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 ,language.human_language ,Pediatrics, Perinatology and Child Health ,language ,ECEC - Abstract
The article is divided into three parts. In part 1 the Norwegian kindergarten is introduced. We present some facts and the purpose of the kindergarten as it appears in state documents. We also describe a historical backdrop. In part 2 we present some issues crucial to understanding how the relationship between kindergartens and the Norwegian state. Drawing on research, we discuss a number of key concepts. In part 3 we discuss debates in Norway about the content of the kindergarten, how it is to be staffed and related issues about the quality of kindergarten education and care.
- Published
- 2013
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