Charlotte Ringsmose

Social Welfare and Minding the Achievement Gap: A View From Denmark

I am from Denmark, often described as one of the “happiest countries in the world” (Helman, 2011). One factor that contributes to Denmarks high rating in terms of citizen life satisfaction is a st...

Comparative Perspectives on Early Childhood: Choices and Values

The now comprehensive research across countries evidencing correlation between quality learning environments and young children’s development both short term and long term has brought in higher political interests in young children’s learning.

Educational Quality in Preschool Centers

How do we define quality in early child care settings? What constitutes “learning” for young children? The answers to these questions are subjective and vary by cultural context. Some cultures view early child care centers as preschools designed to prepare young children for primary school. Others consider them to be social education centers with the purpose of emphasizing learning through play and the cultivation of relationships. In this article, the authors identify some of the research-based characteristics of quality in early childhood centers, note the importance of cultural considerations and acknowledgment of subjectivity when evaluating quality, and present a new tool for measuring quality. The authors argue for a conception of quality that includes how children are enjoying their childhoods and how they are being prepared to live independently in society.

How Positive Childhood Experiences Promote Children's Development of Democratic Skills: A Reflection From Denmark

The development of democratic citizenship is deeply associated with positive childhood experiences, particularly those resulting from adult-child relationships that are based on mutual respect and active participation. This study of Danish policies, culture, and practices explores the influence of childhood experiences on the development of democratic citizens. Using case stories and sociocultural theories of childrens development, the researchers illustrate the importance for children to have an influence on everyday life, doing things that matter to them. The study also highlights the need for adults to reflect on and acknowledge policies that call for changed cultural values and attitudes that recognize increased childrens rights. The findings have implications for preparation of teachers and child care providers in keeping with the evolving cultural and social values as reflected in laws and suggested practices of child care.

The Professional Identity of the Danish Pedagogue: Historical Root in an Education with Focus on Democracy, Creativity, Dannelse and a ‘Childhood Logic’

This chapter explores the identity formation of the Danish early years pedagogue, paying close attention to early year democracy and dannelse. With a focus on dannelses and democratic processes, the significance of the artistic and creative processes emerges, both in the education of the pedagogue and in the emphasis on a childhood logic in pedagogical thinking and practice. A historical consideration of the education of the Danish pedagogue positions the pedagogue as an integral part of a social-democratic welfare state system and cultural belief system. However, concerns are raised in relation to recent policy developments that have challenged the pedagogical education and tradition of democracy and dannelse, while narrowing students’ broader knowledge base in the artistic and creative dannelse processes. Despite the strong tradition of a distinct early years pedagogical identity and autonomy, the early years pedagogue are under pressure from an international comparative and competitive agenda promoting stronger centralised and external governance. The key message from this chapter is to highlight the risk that comes with lack of awareness of and attention to Danish early years values and traditions within an international competitive context and how this may result in political decisions to abandon the (pedagogical) tradition of dannelse and democracy.

How Positive Childhood Experiences Promote Children’s Development of Democratic Skills in Denmark

The development of children as democratic citizens is a strong focus in Danish/Scandinavian child care tradition. Danish children and youth people perform at a high level (take first place) in international studies that measure being prepared for living and acting in a democratic society. Due to cultural and historical values, the foundation for the development of democratic skills is shaped through policies, culture, and practices in families, primary school, and child care. Listening to and giving children an influence on their everyday lives in lived democracy is an important part of the culture from very early on.