Not solving problems, managing messes

Abstract

EU 2020, the current strategic framework of the European Union (European Commission, 2010) sets ambitious policy goals based on a rather bleak analysis of a complex crisis scenario the Union finds itself in. A key role is given to early childhood education and care to achieve these goals, and ‘highest benefits’ are predicted for children and society provided that ECEC services are of ‘high quality’ (Council of the European Union, 2010). Recent European and international research emphasizes the importance of systemic, trans-sectoral and trans-disciplinary approaches to developing and improving early childhood experiences for all children, families and communities (Urban et al., 2011a, 2012). Drawing on findings of the study, the article outlines the concept of ‘competent systems’ in early childhood and discusses implications for governance. It questions the persistent use of a ‘language of technology and normalisation’ (Dahlberg et al., 2007) in policy documents and argues for alternatives that recognize and embrace the relational, political and uncertain characteristics of early childhood professional practice.