Abstract
Norway recently adopted a National Framework Plan for Preschools. In this study, the central questions are: what does a Framework Plan for one to five year olds mean to the preschool teachers and their educational work with children? What are preschool teachers' understandings of the concept of learning in their educational planning and practice, and how is this related to the Framework Plan? How do preschool teachers understand the central content and strategies in the Framework Plan and in their own practical work? The results are based on empirical data from in‐depth interviews with eight Norwegian preschool teachers.
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