6. A PARTICIPATORY APPROACH TO QUALITY IMPROVEMENT AND ASSURANCE
STARTING STRONG II: EARLY CHILDHOOD EDUCATION AND CARE – ISBN 92-64-03545-1 – © OECD 2006
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Table 6.2. Features of two curricular traditions
Readiness for school tradition The Nordic tradition
Understandings of the child
and childhood
The child as a young person to be formed, as an investment
in the future of society: the productive knowledge worker,
the compliant well-behaved citizen… A benevolent, utilitarian
approach to childhood in which State and adult purposes are
fore grounded. Pedagogy focused on “useful” learning,
readiness for school… A tendency to privilege indoors
learning.
The child as a subject of rights: autonomy, well-being…
the right to growth on the child’s own premises. The child
as agent of her/his own learning, a rich child with natural
learning and research strategies… The child as member
of a caring community of peers and adults, in which
the influence of the child is sought. An outdoors child
of pleasure and freedom. A time for childhood that can never
be repeated.
The early childhood centre Generally (though by no means always), the centre is seen
as a service based on individual demand, a matter of “choice”
for the individual parents. It is viewed as a place
for development, learning and instruction. Children will be
expected to reach pre-defined levels of development
and learning (goals to be achieved).
The centre is seen as a public socio-educational service,
in which the community interests as well as the interests
of individual parents must be taken into account. It is viewed
as a life space, a place in which children and pedagogues learn
“to be, to know, to do and to live together” (Delors Report,
1996). Centre goals are to support child development and
learning and provide experience of democratic values. Little
pressure placed on children who are expected to strive for
general goals.
Curriculum development
Frequently, a prescribed ministerial curriculum, with detailing
of goals and outcomes. Assumption that the curriculum can be
“delivered” by the individual teacher in a standardised
way whatever the group or setting.
A broad national guideline, with devolution of curriculum
detailing and implementation to municipalities and
the centres. Responsibility falls on the centre staff, a feeling
of collegiality… a culture of research about what children
want to learn and how they learn.
Focus of programme A focus on learning and skills, especially in areas useful
for school readiness. Mainly teacher directed (Weikart et al.,
2003). Teacher-child relationships may be instrumentalised
through large numbers of children per teacher and the need
to achieve detailed curriculum goals.
Focus on working with the whole child and her/his family
broad – developmental goals as well as learning are pursued.
Programmes are child-centred – interactivity with educators
and peers encouraged and the quality of life in the institution
is given high importance.
Pedagogical strategies A balanced mix of instruction, child initiated activities
and thematic work is encouraged, generally managed by each
teacher. The national curriculum must be “delivered” correctly.
An emphasis placed on individual autonomy and self-
regulation.
The national curriculum guides the choice of pedagogical
themes and projects. Confidence is placed in the child’s own
learning strategies and centres of interest, that is, on learning
through relationships, through play and through educator
scaffolding at the appropriate moment.
Language and literacy
development
A growing focus on individual competence in the national
language. Oral competence, phonological awareness
and letter/word recognition are valued. Emphasis on
emergent literacy practices. Standards may be established
for language skills pre-reading knowledge, pre-mathematical
knowledge, cognitive skills and social development.
A growing focus on individual competence in the national
language, in terms of language production and the ability
to communicate. An emphasis also on symbolic
representation and the “100 languages of children”. Promotion
of family literacies and inter-generational language
experiences.
Targets and goals
for children
Prescribed targets – generally pertaining to cognitive
development – may be set at national level to be reached
in all centres, sometimes translated by each year of age.
Broad orientations rather than prescribed outcomes. Goals
are to be striven for, rather than achieved. A diffusion of goals
may be experienced, with diminished accountability unless
quality is actively pursued.
Indoor and outdoor spaces
for young children
The indoors is considered to be the primary learning space,
and resources are focused here. Outdoors is generally seen
as an amenity, a recreational area and perhaps as important
for health and motor development.
Indoors and outdoors have equal pedagogical importance.
Much thought and investment is given to the organisation
of outdoor space and its use. Young children may spend three
or four hours daily out of doors, both in winter and summer.
The environment and its protection is an important theme.
Assessment Learning outcomes and assessment often required, at least
on entry into primary school. Goals for the group are clearly
defined. Graded assessment of each child with respect
to pre-defined competences may be an important part
of the teacher’s role.
Formal assessment not required. Broad developmental goals
are set for each child by negotiation (educator-parent-child).
Goals are informally evaluated unless screening is necessary.
Multiple assessment procedures are favoured.
Quality control Quality control based on clear objectives, inspection,
and frequently, on pre-defined learning outcomes.
Standardised testing may be used – on a sample basis –
in programme evaluation, but in most centres, child testing is
not allowed. Assessment of skills mastery is generally
ongoing and the responsibility of the lead teacher. An external
inspectorate may also validate, but may be under-staffed
(especially in child care) or staffed by personnel without
training in ECEC pedagogy.
Quality control is more participatory, based on educator
and team responsibility and, depending on country, supervised
by parent boards and municipalities. Documentation used not
only to mark child progress but also as a collegial research on
staff pedagogical approaches. A wide range of child outcomes
may be sought, and assessed informally in multiple ways.
External validation undertaken by municipal pedagogical
advisors and/or inspectors. The focus is on centre performance
rather than on child assessment.
Source: Bennett (2005) revised.