Abstract
The article presents the findings from a qualitative content analysis of three language-learning tools used in Norwegian kindergartens. While the holistic approach to learning has been central to Norwegian early childhood education and care, the use of manual-based programs and tools can reflect a shift towards a school-readiness approach. The findings from the analysis show that the language-learning tools promote a view of language as an instrument for academic work and reading abilities in school, with a focus on isolated language components and majority language acquisition for children with minority home languages. This language view reflects the school-readiness approach’s focus on early intervention and problem prevention. The article draws on language policy research and contributes to the ongoing discussion on the standardization of pedagogical practices in Norwegian early childhood education and its consequences for the child-centered and holistic approach to play, learning, and care.
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