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ECEC Research in Norway and Scandinavia: Mapping and appraisal of Scandinavian research in ECEC institutions (2006-2010)
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ECEC Research in Norway and Scandinavia: Mapping and appraisal of Scandinavian research in ECEC institutions (2006-2010)

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Dr. Thomas Moser …

Dr. Thomas Moser
Vestfold University College


Purpose of the Project
• Providing a systematic overview of research-based knowledge
about Scandinavian early childhood education institutions
• Make Scandinavian research accessible for non Scandinavian
researchers, practitioners, policy providers and public (in
English)
• Establish a free accessible research database
• Research based knowledge for future policy development (EVA)
• In general practice -, research – and policy development

Published in: Education, Technology

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  • 1. OECD-Network on Early Childhood Education and Care, Oslo, 25.1.2012ECEC RESEARCH IN NORWAY AND SCANDINAVIAMAPPING AND APPRAISAL OF SCANDINAVIANRESEARCH IN ECEC INSTITUTIONS (2006-2010) Danish Clearinghouse for Educational Research (Danish School of Education Copenhagen; since 2010: Aarhus University) The Danish Evaluation Institute (EVA) Norwegian Ministry of Education and Research Swedish National Agency for Education Thomas Moser Vestfold University College
  • 2. PURPOSE OF THE PROJECT• Providing a systematic overview of research-based knowledge about Scandinavian early childhood education institutions• Make Scandinavian research accessible for non Scandinavian researchers, practitioners, policy providers and public (in English)• Establish a free accessible research database• Research based knowledge for future policy development (EVA)• In general  practice -, research – and policy development
  • 3. THE MAPPING PROCESS IN GENERAL Following the EPPI- Centre data extraction Searching and coding tool for literature education studies; Evidence for Policy and Implications Practice Information for pratice, policy and Co-ordinating and research ”Qualifying” the (EPPI) Centre, Institute hits of Education, London University Systematical mapping Description Re-description characterizing main of main tendencies themes/topics
  • 4. SEARCHING AND IDENTIFYING DOCUMENTS2006-2010 3330 references identified Search hits 532/582/649/744/823 Reference doublets 190 doublets identified 3140 unique references Reference screening 2751 references excluded Screening of titles and abstracts Criteria: wrong institution or document type 1st phase Included documents 389 documents included Provided documents 388 documents Full texts screening 128 documents excluded Screening på baggrund af dokumentets tekst Criteria: wrong institution or document type 2nd phase 260 documents included Included documents 2006: n=52; 2007:5 n=54; 2008: 51; 2009:52; 2010: 51
  • 5. PROCEDURE - MAPPING AND APPRAISAL Description Re-description Systematical mapping of specific of 260 studies characterizing main themes/topics (2006-2010) tendencies of 260 on basis of 227 studies medium and high quality studies 102 Swedish 75 Norwegian 61 Danish Implications 16 Others/OECD for pratice, policy and research
  • 6. PUBLICATIONS SO FARhttp://www.dpu.dk; http://www.eva.dk
  • 7. 2006 2007 2008 2009 2010 52/46 54/46 51/49 52/44 51/42 Pedagogical  Pedagogical staff,  Play, learning and  Childrens  The active child: staff, professionalism, care – curriculum development and Physical activity, professionalism, staff competencies guidelines (17) competencies (17) play and health in staff (40)  Pedagogical staff,  Play and learning day care (11) competencies  Parents and professionalism, in ECEC-  Relationships: (34) institutions (8) staff institutions competence, Play, learning competencies (14) everyday life (14) interaction,  Vulnerability, and care – social inequality,  Plans and  Vulnerability, positioning, and curriculum inclusion and guidelines for pre- social inequality, socialization (10) guidelines (20) exclusion (7) school: State and inclusion and  Learning process: Vulnerability, local exclusion (9) Form, content and  Play, learning and social care – curriculum municipalities (11)  Gender and language (7) inequality, guidelines (5)  Children’s Equality (9)  Management and inclusion and practices in ECEC profession: exclusion (9)  Implementation of  Plans and legislation and institutions; child- guidelines for pre- Identity and Roles Parents and child-relations (7) curricula (4) school: State and institutions (9) (11) local  Day care as an  Health (3)  Vulnerability, municipalities (9) organization in social inequality,  Physical the community: inclusion and environment (9) Evidence, exclusion (8) evaluation and content (7)
  • 8. MAIN TOPICS/FOCUS AREAS NUMBER OF STUDIES TOTAL 2006 2007 2008 2009 20101)Teaching and learning 58 11 12 11 12 12Assessment 37 8 8 11 6 4Equal opportunities 49 8 5 6 17 13Curriculum 40 6 5 8 8 13Organisation & Leadership 29 5 5 6 6 7Policy 28 7 3 7 5 6Classroom management 12 4 1 4 2 1Teaching as a career 8 3 1 1 0 3Methodology 16 3 1 4 5 3Other 74 16 25 10 13 10 1) Physical activity, health, play: 10
  • 9. RESEARCH ISSUES AND TOPICS – DIDACTICPERSPECTIVE NUMBER OF STUDIES TOTAL 2006 2007 2008 2009 2010Content in ECE-institutions 85 13 22 15 19 16Assessment, evaluation, quality 79 23 8 20 14 14assurance and -developmentBasic values and ethics 78 16 16 15 14 17Methods and practices 51 10 7 15 7 12Purpose, aims and goals of ECE 36 4 13 10 4 5Work with/based upongovernmental/public documents 24 5 5 5 4 5(act; law; curriculum)
  • 10. THE PURPOSE OF RESEARCH IN THE STUDIES NUMBER OF PUBLICATIONS TOTAL 2006 2007 2008 2009 2010Description 142 32 25 27 33 35Exploration of 102 23 31 24 13 11relationshipsWhat works? 40 14 7 10 7 2Methods development 20 5 3 5 4 3Reviewing/synthesising 14 4 2 6 0 2research
  • 11. RESEARCH APPROACHESN=326 TOTAL 2006 2007 2008 2009 2010 Ethnography 88 20 22 16 26 24 Views study 55 5 11 14 14 11 Document study 44 9 9 14 8 4 Cross-sectional study 38 11 7 4 9 7 Case study 36 11 10 1 7 7 Action research 17 5 4 4 3 1 Cohort study 9 1 1 3 3 1 Systematic review 7 2 2 2 1 0 One group pre-post test 6 1 4 0 1 0 Other review (non systematic) 6 2 0 2 1 1 Case-control study 5 1 2 1 0 1 Secondary data analysis 5 2 1 1 0 1 One group post-test only 5 2 3 0 0 0 Experiment -non-random allocation to groups 4 0 1 2 0 1 Experiment - random allocation to groups 1 0 0 0 1 0
  • 12. SOME PRELIMINARY CONCLUSIONS• Qualitative, descriptive and explorative studies are predominating• Ethnography, views studies, document studies and case oriented studies focused on micro-processes.• Few comparative and intervention studies.• Main focus on teaching and learning, assessment, equal opportunities and curriculum.• Little focus on political, social cultural and economical frames and their implications for the practical work.• Surprisingly little focus on children.• Inquiries aiming at the family’s social background, economical situation and its implications for the work in preschool institutions are rather rare.• The caring dimension of the pedagogical work is only examined in a few studies (few studies of the youngest children).
  • 13. NORDIC BASE OF EARLY CHILDHOODEDUCATION AND CARE (ECEC-NB)ECEC-NB gathers new, quality-assured Scandinavian researchon 0-6 year-old children in early childhood education andcare.This database is for all who are interested in pedagogy and inthe development of the daycare area, such as teachers,students, researchers, educational managers, consultants orpoliticians, who want to stay informed or who need qualifiedinput in connection with their work or studies.The database will be updated annually at the beginning of theyear.