Early Childhood Education

Our tasks

In the area of early childhood education, we typically work within two main arenas. We carry out evaluations and collect and convey knowledge in the field. This work can e.g. be about children’s development of language skills or about how the local authorities carry out the obligatory task of assessing the language skills of three year old children.

Also, we work to enhance the local knowledge and competencies within evaluation and quality issues in day centres and local municipalities. We do this through presentations, seminars, and our specially designed ‘EVA days’ on quality issues tailored to the specific needs of local authorities and day centres.

Too, we aim to convert our knowledge into useful tools. For instance, we have developed a tool which can support the individual day centre in its work with setting objectives and evaluating the learning of children within the overall themes of the pedagogical curriculum, which belong under the Ministry of Social Welfare. In 2009 we have published a handbook on how to set objectives and evaluate local development projects. In this work we are aiming to be in close contact with the target group.

Methods

Method wise we use acknowledged approaches from social science both quantitative and qualitative. We work with case studies and have a focus on good practice. Too, we like to involve researchers and external expertise in our projects to have as good grounding as possible for our recommendations and tools.

Context

The area of early childhood education only had its own law in 2007 – a law which our work is in continuation of. The law draws up six themes which the day care centres are to ensure that the children develop within, for instance social competencies, language, body and motion. It is entirely up to the individual day care centres how they handle this task. However, they are obliged to evaluate their work within the six themes and each year report on their activities and experiences to the local municipal council.

Politically, a series of topics draw attention, e.g. social heritage, integration of ethnic groups, school readiness.

Also, at ministerial level, there is a wish to try out accreditation within the area, as well as there is a focus on indicators of professional results.

The majority of the in total 6000 day care centres is public and belongs under local municipalities. A high percentage of Danish children spend their day in a day care centre: Among the 0-2 year olds it is 86 % who spend the day from morning until afternoon in the day care centre, while the corresponding number among the 3-5 year olds is 97 %.

Networks

EVA is establishing a Nordic network on quality issues within day care. We have also taken the initiative to establish a sub-network under ICSEI highlighting day care.