Norwegian Early Childhood Education Research Articles

Children with language difficulties: identification and adapted language provision in Early Childhood Education and Care, and subsequent assessment by the Educational Psychological Service

ABSTRACT We investigated how children with language difficulties are identified, and which adapted provision is given in Norwegian Early Childhood Education and Care (ECEC) before referrals are made to The Educational Psychological Service (EPS), and the EPS assessment of such difficulties. A qualitative content analysis of 20 documents pertaining to four children with language difficulties were conducted, based on national regulations, national guidelines and theories on language development and language difficulties. The ECEC used observations of social settings to identify language difficulties, which mainly reported pronunciation difficulties. The EPS identified a broader spectrum of language difficulties, which was not always in accordance with ECECs observations. The adapted provision given in ECEC before the referral and in the gap between the referral and the decision on special needs assistance was lacking. This implies a need to target the gap between when a referral is made and when special needs assistance is received.

Religious Education in Secularist Kindergartens? Pedagogical Leaders on Religion in Norwegian ECEC

According to the legal framework, religion forms a certain part of Norwegian early childhood education in publicly owned kindergartens. As the only Scandinavian country where this is the case, the object clause (statement of purpose) for Norwegian kindergartens defines basic values in the Christian and humanist heritage and tradition as the value foundation for the institution. In this article we explore the impact of the processes of secularization and pluralization on the pedagogical content of early childhood education, and how some pedagogical leaders understand the religious elements. Empirically, the article is partly based on qualitative interviews targeting seven public kindergartens in the counties of Oslo and Agder, and partly on interpretations of their planning documents, of which many are publicly available. The pedagogical staff express loyalty to the legal framework regulating early childhood education but seem to be more concerned with religious diversity and religious minorities than with majority religion and religion as an expression of Christian heritage and traditions.

The Association Between Toddlers' Temperament and Well-Being in Norwegian Early Childhood Education and Care, and the Moderating Effect of Center-Based Daycare Process Quality.

Children who experience well-being are engaging more confidently and positively with their caregiver(s) and peers, which helps them to profit more from available learning opportunities and support current and later life outcomes. The goodness-of-fit theory suggests that children’s well-being might be a result of the interplay between their temperament and the environment. However, there is a lack of studies that examined the association between children’s temperament and well-being in early childhood education and care (ECEC), and whether this association is affected by ECEC process quality. Using a multilevel random coefficient approach, this study examines the association between toddlers’ (N = 1,561) temperament (shyness, emotionality, sociability, and activity) and well-being in Norwegian ECEC and investigates whether process quality moderates this association. Results reveal an association between temperament and well-being. Staff-child conflict moderates the association between shyness and well-being, and between activity and well-being. Moreover, high emotional behavioral support moderates the association between activity and well-being. Extra attention should be paid by the staff to these children’s needs.

Validation of the Leiden Inventory for the Child's Well-Being in Daycare (LICW-D) Questionnaire in Norwegian Early Childhood Education and Care Centers.

The promotion of children’s development and well-being is a core concept in Early Childhood Education and Care (ECEC) quality frameworks. Yet, few validated instruments measuring young children’s well-being exist. This study examined the validity of The Leiden Inventory for the Child’s Well-being in Daycare (LICW-D) (De Schipper et al., 2004b) in a sample of toddlers (n = 1,472) attending ECEC centers in Norway, using confirmatory factor analysis. Factorial invariance across gender and concurrent validity were also investigated. Indicators of concurrent validity were problem behaviors and difficult temperament, as rated by professional caregivers. Results showed a marginally acceptable fit for the hypothesized one-factor model, when allowing the measurement error of four item pairs to be correlated. This slightly modified model showed satisfactory concurrent validity, and factorial invariance across gender was confirmed.

Negotiating the value of “corporations’ capital” in Norwegian Early Childhood Education and Care provision

ABSTRACT In this article I investigate how corporate Early Childhood Education and Care (ECEC) providers negotiate their position by contributing to a national ECEC policy development process. I discuss how their political engagement connects to changes in the institutional arrangements of the ECEC sector. The ECEC provider corporations’ written responses to a policy consulting process are obtained and analyzed in light of Bourdieu-inspired theories of institutonalized organizational fields. The proposed new regulations are both countered and reframed in their responses. Providers with corporate organizational structures in unison call for for firmer national guidelines on ECEC centre quality and funding. I interpret their responses as attempts to increase the relevance of ‘corporations’ capital’ over the raditional, local network embedded capital forms in quality ECEC provision. At this juncture, the corporate providers failed to shift competence from municipalities to national ECEC authorities The following parliamentary debate illuminates how non-profit provision in corporate organizational structures may appeal to left-wing parties rejecting commercial welfare provisions. A subgroup of for-profit corporate providers emphasizes sector cost-efficiency, connecting strongly to right-wing politicians’ ambitions to limit public spending. Corporate providers hence represent an impetus for institutional change, able to build allies across the whole left–right spectre of politics.

Harassment in ECEC institutions: 4- to 6-year-old children’s experiences

ABSTRACT There are limited studies involving preschool children and phenomena such as harassment, bullying, exclusion and rejection. This study explores the relations between 4- to 6-year-old children’s experiences of being frequently harassed in Norwegian Early Childhood Education and Care (ECEC) institutions, their overall feeling of subjective well-being and their social relationship experiences with staff and peers. The study also investigates whether there are significant differences between frequently harassed children’s experiences of well-being and social relations compared to other children’s experiences. The data reported in this study are collected through the Norwegian ECEC Well-being Monitor, an online, free of charge, electronic questionnaire developed for ECEC institutions. A total of 3598 children are included in the study. The main findings show that, for a majority of indicators, children who are frequently harassed have significantly different experiences of subjective well-being and social relations with peers and staff, mostly more negative, than other children.

Relations between motor skills and language skills in toddlers and preschool-aged children

The purpose of this longitudinal study is to (1) examine the relations between language and motorlife skills in toddlers and preschool-aged children (n = 646) in real-life situations; and (2) to explore how the level of motor-life skills in toddlers (2 years and 9 months, T1) is related to language skills at preschool age (4 years and 9 months, T2). Data were collected through structured observation during play and daily life activities (authentic assessment) by staff in Norwegian Early Childhood Education and Care institutions. The correlations between motor-life skills and language skills at T1 were significant but small (r = .12 to .29) and were somewhat stronger at T2 (r = .18 to .46). The correlation between motor-life skills at T1 and language skills at T2 (total score) was small (rho = .25) but significant. However, the subgroups with weak and strong motor-life skills at T1 differed significantly in language skills at T2 (effect size: .40). These findings support and complement previous research, which indicates significant relations between the level of motor-life skills in toddler age and language skills in preschool age.

Implementing implementation science in a randomized controlled trial in Norwegian early childhood education and care

The emerging interest in implementation processes in the social, health, and educational sciences has increased the recognition of implementation science. Still, the literature provides limited practical insights on how to successfully develop and conduct interventions within educational settings in randomized controlled trials (RCTs) in line with implementation science. This paper uses the Agder RCT study to provide such insights. We describe how the theory of change and implementation framework supported systematic tailoring and implementation of a new Early Childhood Education and Care (ECEC) intervention. The paper contributes to the emerging use of implementation science in education in general, and more specifically in ECEC. Finally, we discuss how implementation science also needs to be utilized during the upscaling of the project.

RETRACTED ARTICLE: Children’s physical activity level and sedentary behaviour in Norwegian early childhood education and care: effects of a staff-led cluster-randomised controlled trial

BackgroundA growing body of evidence suggest that the children’s physical activity (PA) level in early childhood education and care (ECEC) settings are insufficient. Since most children attend ECEC settings for many hours on most days of the week, and these institutions reach children across the socioeconomic spectrum, the ECEC settings may serve as an ideal avenue for increasing physical activity level, reduce sedentary time and enhance the overall health of young children. This paper investigates the effectiveness of the “Active Kindergarten – Active Children” study to increase children’s PA level and reduce sedentary time within the ECEC setting.MethodsAccelerometers were used to asses PA and sedentary time. A total of 116 three to four-year olds took part in a randomised controlled trial in 11 ECEC settings. Participants were cluster-randomised, by ECEC setting, to either a 12 week staff-led and expert-supported intervention or a waiting list control group.ResultsThe intervention group increased time spent in moderate- and vigorous intensity PA by 10 min/day (95% CI = 3, 18; P = 0.01), took 1909 more steps per day (95% CI = 1130, 2688; P < 0.01) and reduced sedentary time with 14 min/day (95% CI = − 27, − 1; P = 0.04) compared to the control group. The intervention group had a 2.4 higher odds (95% CI = 1.05, 5.7; P = 0.04) of meeting the PA recommendations compared to the control group at follow-up.ConclusionsOur results show that a flexible staff-led and expert-supported multicomponent PA intervention can increase total PA level, moderate- and vigorous intensity PA and reduce time spent sedentary in three to four-year old children during their stay in ECEC settings.Trial registrationThe trial was retrospectively registered on September 19, 2020 and available online at ClinicalTrials.gov: No. NCT04555746.

Superdiversity as a trajectory of diversity in Norwegian early childhood education and care: From a collection of differences to participation and becoming

This article uses the concept of ‘superdiversity’ as a lens through which various conceptualisations of diversity in Norwegian early childhood education and care policies and professionals’ understandings are made visible. Although Norwegian early childhood education and care is expected to highlight, value, and promote diversity and mutual respect, little has been written on how diversity is actually understood by professionals as part of early childhood education and care institutional practice. On the basis of interviews with 2 migration pedagogues, 10 early childhood education and care teachers, and 15 early childhood education and care teacher education students, the following conceptualisations of diversity were reconstructed: diversity as embodied by different children and families; diversity as a social context for every child’s becoming; and diversity as equal participation. Each of these accounts involved ways of working with children and families from minority and majority backgrounds, and ‘diversity as a social context for every child’s becoming’ seemed to be most in line with the Norwegian curriculum. The curriculum focuses on the process of formative development/becoming, which overlaps with and may be meaningfully supplemented by superdiversity. However, superdiversity as a sociological concept requires careful operationalisation in dialogue with the field and its empirics .

Social studies in early childhood education and care: A scoping review focusing on diversity

Currently, little research exists on social studies within the context of Norwegian early childhood education and care, and how early childhood teachers work to familiarise children with social studies contexts . This article is a scoping literature review offering a preliminary research agenda. Its aim is to explore the ways in which the early childhood teacher can work to ensure young learners’ social studies education with a specific focus on cultural diversity and subsequent educational challenges. The research question guiding the article asks: How does previous educational research show that early childhood teachers can use social studies to address diversity with and amongst children? The analysis uncovers 4 scopes of research across 26 international and national studies. Previous research has contributed with knowledge in the areas of cultural diversity, anti-discrimination, human rights, and community and society as a means to familiarise children with diversity and related matters. Each scope addresses the knowledge status and opportunities for future research within each area. Based on the analysis, the author discusses the critical educational challenge of a paradox in familiarising children with diversity, where the early childhood teacher risks conveying biased information and stereotypical views, and highlighting cultures in discriminatory ways.

Mot en ny satsing på flerspråklighet – en analyse av språkpolitiske føringer i barnehagens styringsdokumenter

In this article, we discuss how language policy for multilingualism in Norwegian early childhood education has changed during the last 30 years. Drawing on discourse analysis of central official policy documents from different time periods, we discuss the change towards a monolingual language policy. Our analysis shows controversies and inconsistencies in the policy. As we critically question this development, we also discuss the opportunities the current early childhood curriculum opens for supporting multilingual children and connect it to recent research on superdiversity and dynamic and flexible multilingualism.

Personalets beskrivelser av medvirkning fortolket ut fra et fellesskapsperspektiv

Formålet med denne studien er å få kunnskaper om medvirkning i barnehagen med fokus på et fellesskapsperspektiv. Studien er basert på seks individuelle semistrukturerte intervjuer av personale i tre ulike barnehager. Forskningsspørsmålet i studien er: Hvilke vilkår for medvirkning trer frem gjennom personalets beskrivelser av medvirkning i barnehagens fellesskap? Analysen viser følgene vilkår for medvirkning i fellesskap: 1) Samhold 2) Barns initiativer og perspektiver 3) Aksept/toleranse for ulikhet 4) Barnehagens institusjonelle strukturer og regler. Intensjonene bak personalets handlinger var av betydning for en demokratisk orientering mot å skape vilkår for medvirkning i fellesskap.

Lessons Learned from Norway on Risky Play in Early Childhood Education and Care (ECEC)

Risky play is defined as thrilling and challenging forms of play that have the potential for physical injury and has been linked to developmental and health benefits for children in the early years. Currently, in Western contexts, children’s opportunities for risky play is decreasing. Social factors such as practitioner and parental attitudes and beliefs have been found to impact children’s opportunities to engage in risky play. In risky play research and literature, Norway is regarded as a less risk-adverse Western country. Therefore, this research aimed to understand the impact of social factors on children’s affordances for risky play in a Norwegian Early Childhood Education and Care (ECEC) context. Research was conducted at a Norwegian ECEC institution and participants included 28 children, aged 3 to 4 years, and 4 ECEC practitioners and 5 parents. The study employed participant observation field notes and semi-structured interviews with parents and practitioners. This research identified themes in social factors that may contribute to children’s affordances in risky play in ECEC, including assumptions about childhood, parents and practitioner attitudes, and pedagogical practices.

Mentoring of newly qualified teachers in early childhood education and care centres

PurposeThe purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs).Design/methodology/approachSemi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres.FindingsLeaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs. The paper presents the findings as two main orientations: an individual and an organizational orientation. Individually oriented leaders as mentors focus on individual needs and support of the NQT. Organizationally oriented leaders as mentors emphasize collective reflection and learning in the staff group and include NQTs in various learning processes in the ECEC centre.Research limitations/implicationsThe study is a qualitative research inquiry in a specific context and may not be representative for larger groups. Further studies could include larger samples of leaders and NQTs. Such studies could focus on the balance between NQTs’ individual needs and organizational needs, and how NQTs are included in the organization’s collective reflection and action.Practical implicationsThe study provides insights into how leaders as mentors in their dual roles try to meet both the needs of the individual NQT and the needs of the organization. It also identifies and highlights some of the challenges that leaders must cope with in their dual roles. The paper benefits those working in such dual roles and in the education of mentors and leaders.Originality/valueThe study contributes to increased knowledge on how leaders’ views on leadership and organization influence their mentoring with NQTs. The study is relevant for leaders in other educational settings such as schools. In ECEC centres, the leader is responsible for mentoring NQTs and other staff members. This study shows different ways of conceptualizing mentoring with NQTs in the role as leader.

Children's Involvement in Free Play and the Use of Play Materials in the Outdoor Early Childhood Education and Care Environment

In this study, we investigated the relationship between children's involvement in free play and the use of play materials in outdoor environments. Our sample consisted of 935 video observations of the free play of 86 children in the outdoor spaces of eight Norwegian early childhood education and care (ECEC) institutions. Multilevel analysis revealed a positive association between children's involvement in free outdoor play and their play with loose parts and movable materials. The results suggest that affording easy access to a variety of play materials to be used simultaneously in the outdoor ECEC environment can intensify children's involvement in their play activities.

Lithuanian and Polish educators’ learning during a short study trip to Norwegian early childhood education and care

More and more institutions from different sectors are promoting and using short study trips as a way of learning. This paper focuses on what learning during this particular activity setting might b...

Hallmarks of participation – children’s conceptions of how to get access to communities in Norwegian Early Childhood Education and Care (ECEC)

ABSTRACTThis study focuses on children’s participation in community and the research question is as follows: What do children describe as hallmarks influencing their ability to participate in the ECEC community? The study is based on a qualitative hermeneutic analysis of semi-structured group interviews with 12 five-year-old children from three different Norwegian ECEC institutions. How children express that they are included, mutually accepted and engaged with others are interpreted as hallmarks for participation. The main theoretical basis is Biesta’s view of democracy as both action and a mode of togetherness, and also his understanding of education as socialisation, qualification and subjectification. The analysis of the group interviews resulted in five broad categories of the children’s descriptions of their prerequisites for participation: trust, responsibility for others, adapting to the institutional rules, freedom to choose and refuse community, and common ground. At the end the findings are discussed and seen in relation to some implications for theory and practice.

Children's play, well-being and involvement: how children play indoors and outdoors in Norwegian early childhood education and care institutions

ABSTRACTIn this article, we report on a Norwegian study exploring the relationship between children's play, well-being, and involvement, and identify how children play in indoor and outdoor environments at their early childhood education and care (ECEC) institution. In this quantitative study, structured video observations (960 two-minutes sequences) of 80 free play sessions (indoors and outdoors) at eight ECEC institutions were analysed to measure the time spent in different kinds of play types, and to code children's level of well-being and involvement, using the Leuven well-being and involvement scale [Laevers, F. (2005). Well-being and involvement in care settings. A process-oriented self-evaluation instrument. Retrieved from https://www.kindengezin.be/img/sics-ziko-manual.pdf]. The results demonstrated that there was a significant and positive correlation between children's play and their well-being and involvement. Children spent 2/3 of their time in different kinds of play during their free play time in ECEC, and there were significant differences between the types of play children engaged in indoor versus outdoor environments.

The relationship between structural factors and interaction quality in Norwegian ECEC for toddlers

The purpose of this study was to investigate the relationship between two structural factors of quality: organisation form (stable groups versus flexible groups) and staff–child ratio, in relation to interaction quality in toddler groups in Norwegian early childhood education and care (ECEC). Data were collected from 206 kindergarten groups in the period from 2013 to 2015. Interaction quality was measured through the infant/toddler environment rating scale-revised subscales, Interaction, listening and talking, and program structure. A two-way MANOVA revealed that organisation form with small, stable groups were related to higher interaction quality, while the staff–child ratio and interaction quality varied depending on different content dimensions. These findings have clear implications for policy and the training of ECEC staff.