Abstract
This article is an introduction to a special thematic issue of Nordic Studies in Education focusing on kindergarten pedagogy and policy within the field of Early Childhood Education and Care (ECEC) in a Nordic context. The article provides an overview of the five articles contained in the issue.
Highlights
Guest editors: Camilla Eline Andersen, Jenny Steinnes and Stine Vik. This special issue of Nordic Studies in Education focuses on kindergarten pedagogy and policy within the field of Early Childhood Education and Care (ECEC) in a Nordic context
Diverse stakeholders have engaged in conversations on the development of these values as political choices, and the consequences that the expressed priorities will have on future kindergarten pedagogy
In 2006, Norwegian kindergartens became a formal part of the educational system
Summary
This special issue of Nordic Studies in Education focuses on kindergarten pedagogy and policy within the field of Early Childhood Education and Care (ECEC) in a Nordic context. The relationship between pedagogy and policy consists of manifold and contradictory values, knowledge, and practices – some of which have given rise to considerable changes and discussion. In contrast to many other European countries, the Nordic kindergarten tradition has its own identity – a pedagogy independent of – and often in opposition to – pedagogical practices in schools.
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