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Policy change in ECE in Finland and Sweden
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.ORCID-id: 0000-0002-8731-4728
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.ORCID-id: 0000-0003-3910-0319
2019 (engelsk)Inngår i: Early years: making it count: abstract book, European Early Childhood Education Research Association , 2019, s. 215-216Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

We analyse policy in Finland and Sweden in the post-1970s. Our research questions are: What are the key policies and goals for ECE, and the governance mechanisms in the sector? What are the policy and pedagogical ideas that define policy and change? Finland and Sweden invest substantially on ECE and developed delivery that is regulated by the state (Alila, 2013; Martin-Korpi, 2014). Expansion policies are underpinned by views on children’s' rights, equality and welfare (Vallberg-Roth, 2012). We examine 216 the changing policy ideas and institutional mechanisms for ECE provision and how these are affected by wider policy reforms. We combine two theoretical perspectives: A historical-policy approach on institutional formation (Mahoney & Thelen, 2010); and an examination of the role of ideas in the policy process (Schmidt, 2008). We view policy as dynamic, but also shaped by history, administrative traditions, and policy ideas that can instigate change of policy direction. We employ historical policy analysis. Our methods consist of documentary analysis and compilation of statistics (Alexander, 2000). Ethical consideration is given to a fair and balanced representation of policy documents and literature to avoid bias. Finland and Sweden have followed a similar trajectory of ECE policies, but with: a time-lag in implementation; a distinct approach to quasi-market provision; a different relation towards EU/OECD frameworks. We find that: surface similarities of policy discourses in different countries may hide differences in pedagogical assumptions about practice; and, an understanding of institutional contexts and values is necessary for the successful implementation of ECE reforms.

sted, utgiver, år, opplag, sider
European Early Childhood Education Research Association , 2019. s. 215-216
Emneord [en]
policy change, policy analysis, Finland, Sweden, comparative
HSV kategori
Forskningsprogram
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-164201OAI: oai:DiVA.org:umu-164201DiVA, id: diva2:1361491
Konferanse
EECERA 29th conference "Early Years: Making it Count", 20th August – 23rd August 2019, Aristotle University of Thessaloniki, Greece
Tilgjengelig fra: 2019-10-16 Laget: 2019-10-16 Sist oppdatert: 2019-10-25bibliografisk kontrollert

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