Academics as Play and the Social as Discipline: School Readiness in Denmark

Autor/inn/en	Kjaer, Bjørg; Bach, Dil; Dannesboe, Karen Ida
Titel	Academics as Play and the Social as Discipline: School Readiness in Denmark
Quelle	In: International Journal of Early Years Education, 28 (2020) 3, S.246-261 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kjaer, Bjørg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1806044
Schlagwörter	School Readiness; Kindergarten; Play; Ethnography; Educational Change; Early Childhood Education; Child Care; Parent Attitudes; Teacher Attitudes; Child Rearing; Child Development; Social Development; Academic Ability; Parent Child Relationship; Teacher Student Relationship; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Spiel; Ethnografie; Bildungsreform; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Elternverhalten; Lehrerverhalten; Kindererziehung; Kindesentwicklung; Soziale Entwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Dänemark
Abstract	Denmark has a tradition of kindergarten pedagogy focused on children's play, sociality and individual interests. Political emphasis on global competition, however, has led to reforms in early childhood education and care (ECEC) since 2004. Based on ethnographic fieldwork at three kindergartens, we analyse how the ECEC-reforms have affected the priorities of parents and pedagogues regarding school readiness. To understand how this is negotiated, we draw upon Lareau's distinction between childrearing as 'concerted cultivation' or as 'the accomplishment of natural growth' (Lareau, A. 2003. "Unequal Childhoods. Class, Race and Family Life." London: University of California Press). We show that parents and staff consider "the social" as the most important thing for kindergarten children to learn and as something that the adults must cultivate -- often in a disciplinary manner. Meanwhile, parents and pedagogues state that "academic" competences are not important to cultivate because an interest in academics will naturally grow. Adults just have to support academic activities through play when the children choose to engage in them. However, "academic" competences are actively cultivated in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01