Barnehagen i et utdanningspolitisk kraftfelt

Abstract

The author focuses on the educational and political context in early childhood and care institutions (ECEC), a context which is dominated by an international learning discourse. A study of official educational documents shows a shift towards learning in officially defined functions of the kindergarten. The author links her critique and examination of possible consequences of this shift to international research findings. She also draws upon Nordic research that can strengthen Nordic pre-school policy and pedagogy in its encounter with learning discourse and instrumental policy and practice.