Global Education Reform Movement: Challenge to Nordic Childhood

Autor/in	Ringsmose, Charlotte
Titel	Global Education Reform Movement: Challenge to Nordic Childhood
Quelle	In: Global Education Review, 4 (2017) 2, S.92-102 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Global Education; Educational Change; Early Childhood Education; Foreign Countries; Child Care; Accountability; Academic Achievement; Competition; Play; Teaching Methods; Child Development; Social Development; Educational Philosophy; Developmentally Appropriate Practices; Interpersonal Relationship; Laws; Welfare Services; Social Systems; Preschool Curriculum; Denmark + Suchen Sie Ihr Suchwort? Globales Lernen; Bildungsreform; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Kinderfürsorge; Kinderbetreuung; Verantwortung; Schulleistung; Wettkampf; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Kindesentwicklung; Soziale Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Entwicklungsbezogene Bildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Law; Recht; Fürsorgeeinrichtung; Social system; Soziales System; Dänemark
Abstract	The international comparison and competitive focus on (academic) performance, together with the growing awareness that early years impact children's learning and development in education as well as over a lifetime, has resulted in heightened political interest in the learning of the youngest children. Politicians take action to achieve what they assume to be most effective approach, resulting in more centralized control, and more structured learning approaches introduced to children at still younger ages (Brogaard-Clausen, 2015: Brehony, 2000: Moss, 2013). In the Nordic countries there is a general concern for early years and the challenges facing early childhood education and care in an era of increasing globalization, with focus on accountability and academic competition (Ringsmose, Kragh-Müller, 2017). In Denmark, the social pedagogical tradition has been part of the culture of early childhood education for decades. In the social pedagogical tradition, relationships, play, and children's influence are considered of key importance, and as the child's natural way to learn about, and make sense of the world. It is considered that children learn and explore through play and participation embedded in the culture. Recently, the ministry of education has discussed more focused learning plans, and has tried out a program with more structured learning approaches. The gradual changes, together with the possible political action, are changes seriously threatening the social pedagogical tradition with more school-like, and more structured ways for children to interact. The purpose of this article is to present the Danish example as an alternative to the "schoolification" of early years that we see in many countries. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01