857
Views
3
CrossRef citations to date
0
Altmetric
Articles

Mathematics as the Trojan horse in Norwegian early childhood policy?

, , & ORCID Icon
Pages 166-182 | Received 23 Jun 2017, Accepted 08 Apr 2018, Published online: 31 May 2018

References

  • Alcock, S., & Haggerty, M. (2013). Recent policy developments and the “schoolification” of early childhood care and education in Aotearoa New Zealand. Early Childhood Folio, 17(2), 21–26.
  • Bennett, J. (2005). Curriculum issues in national policy-making. European Early Childhood Education Research Journal, 13(2), 5–23. doi: 10.1080/13502930585209641
  • Berge, A. (2012). “Læring er bare å ta trinn for trinn, det er et langt steg fra begynnelse til slutt”: Noen førskolelæreres og grunnskolelæreres beskrivelser av læring og læringsprosesser i barnehage og skole. [“Learning is just go take step by step, it is a long step from beginning to end”: Some kindergarten teachers and primary school teachers’ descriptions of learning and learning processes in kindergarten and school]. Nordic Early Childhood Education Research Journal, 5(9), 1–12.
  • Bergem, O. K., Goodchild, S., Henriksen, E. K., Kolstø, S. D., Nortvedt, G. A., & Reikerås, E. (2014). Realfag: relevante - engasjerende - attraktive - lærerike. Rapport fra ekspertgruppa for realfagene [Mathematics and science: relevant - engaging - attractive - Realfag: relevante - engasjerende - attraktive - learning rich. Report from expert group for mathematics and science]. Oslo: Kunnskapsdepartementet. Retrieved from https://www.regjeringen.no/no/dokumenter/Rapport-fra-ekspertgruppa-for-relafagene/id2343488/
  • Biesta, G. (2006). What’s the point of lifelong learning if lifelong learning has no point? On the democratic deficit of policies for lifelong learning. European Educational Research Journal, 5(3–4), 169–180. doi: 10.2304/eerj.2006.5.3.169
  • Brogaard Clausen, S. (2015). Schoolification or early years democracy? A cross-curricular perspective from Denmark and England. Contemporary Issues in Early Childhood, 16(4), 355–373. doi: 10.1177/1463949115616327
  • Broström, S. (2012). Curriculum in preschool: Adjustment or a possible liberation. Nordic Early Childhood Education Research Journal, 5(11), 1–14.
  • Broström, S. (2017). A dynamic learning concept in early years’ education: A possible way to prevent schoolification. International Journal of Early Years Education, 25(1), 3–15. doi: 10.1080/09669760.2016.1270196
  • Doherty, G. (2007). Conception to age: The foundation of school-readiness. Paper presented at The Learning Partnership’s Champions of Public Education across Canada: Partners in Action - Early Years Conference, Toronto, January 25–26.
  • Eikset, A., Fosse, T., Lange, T., Lie, J., Lossius, M. H., Meaney, T., & Severina, E. (2017). (Wanting to do) Ethical research in a shifting context. In T. Dooley & G. Gueudet (Eds.), Proceedings of congress for European research in mathematics education CERME10. Dublin, 1–5 February 2017 (pp. 1473–1480). Dublin: DCU Institute of Education and ERME.
  • Engel, A., Barnett, W. S., Anders, Y., & Taguma, M. (2015). Early childhood education and care policy review: Norway. Paris: OECD.
  • Formen, A., & Nuttall, J. (2014). Tensions between discourses of development, religion, and human capital in early childhood education policy texts: The case of Indonesia. International Journal of Early Childhood, 46(1), 15–31. doi: 10.1007/s13158-013-0097-y
  • Fosse, T., Johansson, M. L., Lossius, M. H., Wager, A., & Wernberg, A. (2018 forthcoming). Neglected stories of mathematics learning in early childhood. In C. Benz, H. Gasteiger, A. Steinweg, H. Vollmuth, & J. Zöllner (Eds.), Mathematics education perspective on early mathematics learning between the Poles of instruction and construction 3. New York: Springer.
  • Garnier, P. (2012). Preschool education in France: Scholarisation of the école maternelle and schoolification of family life. Pedagogy - Theory & Praxis, 5, 43–53.
  • Gunnarsdottir, B. (2014). From play to school: Are core values of ECEC in Iceland being undermined by “schoolification”? International Journal of Early Years Education, 22(3), 242–250. doi: 10.1080/09669760.2014.960319
  • Helenius, O., Johansson, M., Lange, T., Meaney, T., Riesbeck, E., & Wernberg, A. (2016). When is preschool children’s play mathematical? In T. Meaney, O. Helenius, M. Johansson, T. Lange & A. Wernberg (Eds.), Mathematics education in the early years: Results from the POEM2 conference, 2014 (pp. 139–156). New York: Springer International Publishing. doi: 10.1007/978-3-319-23935-4
  • Jensen, B. (2009). A Nordic approach to early childhood education (ECE) and socially endangered children. European Early Childhood Education Research Journal, 17(1), 7–21. doi: 10.1080/13502930802688980
  • Karila, K. (2012). A Nordic perspective on early childhood education and care policy. European Journal of Education, 47(4), 584–595. doi: 10.1111/ejed.12007
  • Kunnskapsdepartementet. (2015). Tett på realfag: Nasjonal strategi for realfag i barnehagen og grunnopplæringen (2015–2019) [Close up with mathematics and science: National strategy for science in kindergarten and compulsory education (2015–2019)]. Oslo: Author.
  • Kunnskapsdepartementet. (2016). Tid for lek og læring: Bedre innhold i barnehagen. (Meld. St. 19 2015-2016). [Time for play and learning: Better content in kindergarten (White Paper)]. Retrieved from https://www.regjeringen.no/no/dokumenter/meld.-st.-19-20152016/id2479078/
  • Kunnskapsdepartementet. (2017). Rammeplan for barnehagens innhold og oppgaver [Framework plan for the content and tasks of kindergarten]. Oslo: Utdanningsdirektoratet.
  • Lange, T., & Meaney, T. (2018). Policy production through the media: The case of more mathematics in early childhood education. In M. Jurdak & R. Vithal (Eds.), Sociopolitical dimensions of mathematics education: From the margin to mainstream. New York: Springer. doi: 10.1007/978-3-319-72610-6_11
  • Lange, T., Meaney, T., Riesbeck, E., & Wernberg, A. (2012). Swedish preschools, play and the learning of mathematics. In C. Bergsten, E. Jablonka, & M. Raman (Eds.), Evaluation and comparison of mathematical achievement: Dimensions and perspectives: Proceedings from Madif8: The eights Swedish mathematics education research seminar, Umeå, January 24–25, 2012 (pp. 141–150). Linköping: Svensk Förening för Matematikdidaktisk Forskning.
  • Lange, T., Meaney, T., Riesbeck, E., & Wernberg, A. (2014). Mathematical teaching moments: Between instruction and construction. In U. Kortenkamp, B. Brandt, C. Benz, G. Krummheuer, S. Ladel & R. Vogel (Eds.), Early mathematics learning: Selected papers of the POEM 2012 conference (pp. 37–54). New York: Springer. doi: 10.1007/978-1-4614-4678-1_4
  • Millei, Z., & Jones, A. (2014). The Australian early childhood curriculum and a cosmopolitan imaginary. International Journal of Early Childhood, 46(1), 63–79. doi: 10.1007/s13158-014-0100-2
  • Nilsen, A. B., Fylkesnes, S., & Mausethagen, S. (2017). The linguistics in othering: Teacher educators’ talk about cultural diversity. Reconceptualising Educational Research Methodologies, 8(1), 40–50.
  • O’Dowd, M. (2013). Early childhood education in Sweden: The market curriculum 2000–2013? Revista Española de Educación Comparada, 21, 85–118. doi: 10.5944/reec.21.2013.7616
  • OECD. (2006). Starting strong II: Early childhood education and care. Paris: OECD Publishing. doi: 10.1787/9789264035461-en
  • OECD. (2015a). Early learning and development: Common understandings. Paris: OECD.
  • OECD. (2015b). Starting strong IV: Monitoring quality in early childhood education and care. Paris: OECD Publishing. doi: 10.1787/9789264233515-en
  • Otterstad, A. M., & Braathe, H. J. (2010). The Nordic social tradition in early childhood education and care meeting readiness for school tradition. Procedia - Social and Behavioral Sciences, 2(2), 3023–3030. doi: 10.1016/j.sbspro.2010.03.458
  • Otterstad, A. M., & Braathe, H. J. (2016). Travelling inscriptions of neo-liberalism in Nordic early childhood: Repositioning professionals for teaching and learnability. Global Studies of Childhood, 6(1), 80–97. doi: 10.1177/2043610615627927
  • Press, F., & Mitchell, L. (2013). Letter from the editors. International Journal of Early Childhood, 45(2), 155–166. doi: 10.1007/s13158-013-0092-3
  • Prøitz, T. S. (2014). Learning outcomes as a key concept in policy documents throughout policy changes. Scandinavian Journal of Educational Research, 59(3), 275–296. doi: 10.1080/00313831.2014.904418
  • Rambøll. (2015). Kunnskapsgrunnlag: Realfag i barnehagen [Platform of knowledge: Mathematics and science in kindergarten]. Rambøll management. Retrieved from http://www.udir.no/Tilstand/Forskning/Rapporter/Ramboll/Realfag-i-barnehagen/
  • Sæbbe, P.-E., & Pramling Samuelsson, I. (2017). Hvordan underviser barnehagelærere? Eller gjør de ikke det i barnehagen? [How does kindergarten teachers teach? Or don’t they do that in kindergarten]. Nordic Early Childhood Education Research Journal, 14(7), 1–15.
  • Sofou, E., & Tsafos, V. (2010). Preschool teachers’ understandings of the national preschool curriculum in Greece. Early Childhood Education Journal, 37(5), 411–420. doi: 10.1007/s10643-009-0368-2
  • Steinnes, G. S., & Haug, P. (2013). Consequences of staff composition in Norwegian kindergarten. Nordic Early Childhood Education Research Journal, 6(13), 1–13. Retrieved from https://journals.hioa.no/index.php/nbf/index
  • Storvik, L. F. (2016). Barnehageopprør2016 fortsetter kampen for barnehagebarna [KindergartenRebellion2016 continue the fight for the kindergarten children]. Utdanningsnytt.no. Retrieved from https://www.utdanningsnytt.no/forste-steg/artikler/2016/desember/barnehageoppror2016-fortsetter-kampen-for-barnehagebarna/
  • Thoresen, I. T. (2009). Barnehagen i et utdanningspolitisk kraftfelt. [Kindergarten in a force field of education policy]. Nordic Early Childhood Education Research Journal, 2(3), 127–137.
  • Vallberg Roth, A.-C. (2014). Nordic comparative analysis of guidelines for quality and content in early childhood education. Nordic Early Childhood Education Research Journal, 8(1), 1–35.
  • Wodak, R., & Meyer, M. (2009). Critical discourse analysis: History, agenda, theory, and methodology. In R. Wodak, & M. Meyer (Eds.), Methods for critical discourse analysis (pp. 1–33). London: SAGE.
  • Woodside-Jiron, H. (2011). Language, power, and participation: Using critical discourse analysis to make sense of public policy. In R. Rogers (Ed.), An introduction to critical discourse analysis in education: Second edition (pp. 154–182). New York: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.