Early childhood education
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Background

Read more on methods and context within our work

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. Also, 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 %.