Quality in Norwegian Early Childhood Education and Care: Progress, Persistent Challenges, and Recommendations for the Future

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ingunn Størksen, Ragnhild Lenes, Dieuwer ten Braak, Megan McClelland, Roberta Michnick Golinkoff
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引用次数: 0

Abstract

In Norway, children aged one to five years can attend subsidized and publicly regulated Early Childhood Education and Care (ECEC) centers. These centers focus on holistic child development through play, care, and learning. Therefore, Norway should be capable of providing young children with the best possible ECEC environment, thereby laying a solid foundation for their future school success. However, Norwegian 15-year-old students score at or below the average in mathematics, reading, and science compared to students in other OECD countries, and average scores are declining OECD (PISA 2022 Results (Volume I): The state of learning and equity in education, 2023). Several factors may contribute to Norwegian students’ average or below-average school performance, e.g., pedagogical weaknesses that were present even before school, in ECEC. An OECD report from 2015 pointed out several challenges in the Norwegian ECEC quality (Early childhood education and care policy review Norway, 2015), related to factors such as structural standards, monitoring of process quality, lack of independence of inspections, lack of understanding regarding monitoring, and insufficient monitoring practices. In this paper, we present: (1) Norwegian policy initiatives implemented in response to the OECD report, and (2) Research conducted after the OECD report on the quality levels of Norwegian ECEC, along with findings from interventions designed to improve quality. Based on this, we discuss the progress since the 2015 OECD report and highlight continuing challenges and important next steps to secure high ECEC quality in Norway for all children. We find that several policy initiatives have been implemented but observed ECEC quality levels after the 2015 report are still in the medium to low range.

挪威幼儿教育和保育的质量:进展、长期挑战和对未来的建议
在挪威,一至五岁的儿童可在受补贴和公共监管的幼儿教育和保育(ECEC)中心就读。这些中心注重通过游戏、保育和学习促进儿童的全面发展。因此,挪威应该有能力为幼儿提供尽可能好的幼儿教育和保育环境,从而为他们未来的学业成功奠定坚实的基础。然而,与其他经合组织国家的学生相比,挪威15岁学生在数学、阅读和科学方面的成绩处于或低于平均水平,而且平均成绩还在下降:经合组织(国际学生评估计划2022年结果(第一卷):学习状况与教育公平,2023年)。导致挪威学生在校表现一般或低于平均水平的因素可能有几个,例如,在入学前,在幼儿保育和教育中就已存在的教学弱点。经合组织(OECD)2015年的一份报告指出了挪威幼儿保育和教育质量所面临的若干挑战(挪威幼儿教育和保育政策审查,2015年),涉及结构标准、过程质量监测、检查缺乏独立性、对监测缺乏了解以及监测实践不足等因素。在本文中,我们将介绍:(1)挪威为回应经合组织报告而实施的政策举措;(2)经合组织报告发布后对挪威幼儿保育和教育质量水平开展的研究,以及旨在提高质量的干预措施的研究结果。在此基础上,我们讨论了自2015年经合组织报告发布以来所取得的进展,并强调了为确保挪威所有儿童都能享受高质量的幼儿保育和教育所面临的持续挑战和今后的重要步骤。我们发现,挪威已实施了多项政策措施,但2015年报告发布后观察到的幼儿保育和教育质量水平仍处于中低水平。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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