Professional competence in kindergarten: a guarantee for childrens learning and care?
The Norwegian Government offers nearly all children in age 1-5 a place in kindergarten. It means that children spend a lot of time being taken care of by professionals. About a third of the staff are educated kindergarten teachers. The others are assistents lacking formal pedagogical training. The topic of the paper is to investigate the daily work and interaction of kindergartens teacher and assistants. Which qualities might kindergarten offer to children considering the personals competence? The main point of interest is the didactical perspective and to discuss what types of adult-led and learning activities are emphasised. What is the content of these activities ? What similarities and differences are to be found in the way kindergarten teachers and assistants work with the children? The methodical approach is characterised by both quantitative and qualitative data. In 2009 quantitative data were collected with the help of a nationwide questionnaire survey to a representative sample of 1000 kindergartens. This provide access to data regarding what types of adult-led activities are practised and which of the professional groups is responsible for this type of activity. In the qualitative data collection, observation and interviews of kindergarten teachers and assistants are used with the purpose of gathering information about both the actions and the intentions behind these actions. The Ph.d-project is a part of a research project at Volda University College and Centre for the Study of professions by Oslo University College. The Main project is titled Coping with the role of kindergarten teacher in a field dominated by laymen. The project is financed by The Norwegian research Council and Volda University College.
Publisert i ESFR 2010 : European Society on Family Relations 5th Congress, 2010
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