Is the Day-care Institution Part of the Overall Educational Programme for All Children in Denmark?

Author(s):

Kirsten Elisa Petersen(presenting / submitting)

Conference:

ECER 2013

Network:

05. Children and Youth at Risk and Urban Education

Format:

Paper

Session Information

05 SES 07, Urban Children and Youth at Risk & Urban Education

Paper Session

Time:

2013-09-11

17:15-18:45

Room:

D-313

Chair:

Ruth Leitch

Contribution

This presentation focuses on the importance of the day-care institution in Denmark as part of the overall educational programme for all children and adolescents. In Denmark virtually all children attend day nursery when they are 1 year old, then kindergarten from age 3-6 until they start school. Thus, 96 % of all Danish children attend a day-care institution before starting school.

This abstract presents the day-care institution’s impact on children’s chances in life illustrated in a so-called educational sociological perspective focusing on children of ethnic backgrounds other than Danish and socially endangered children.

On the basis of two research projects examining social pedagogical work with children in day nursery and kindergarten – among these also socially endangered children – this presentation will illustrate results gathered from these projects. These findings point out that the day-care institution has an important impact on children’s lives and development possibilities in relation to further education and training.

Method

The research design is located within the qualitative research tradition with the use of questionnaires, focus group interviews and interviews with the pedagogical personnel and management. In the two research studies a total of 6 day-care institutions in Denmark are included. The management comprises 12 interviewees, while the pedagogical personnel comprise a total of 60 pedagogues and 10 assistants.

Expected Outcomes

-The fact that day-care institutions have significant importance as an early preventive option for socially exposed children. -The fact that day-care institutions – both day nursery and kindergarten – are the child's first meeting with the educational system in Denmark. -The fact that a variety of specific pedagogical efforts towards socially exposed children and their families are implemented in the day-care institutions.

References

Hansen, E.J. (1986). Danskernes levekår – 1986 sammenholdt med 1976. København: Hans Reitzels Forlag. Hansen, E.J. (1988). Generationer og livsforløb i Danmark. København: Hans Reitzels Forlag. Hansen, E.J. (2003). Uddannelsessystemerne i sociologisk perspektiv. København: Hans Reitzels Forlag. Hansen, E.J. (2005). Sociale klasser og social ulighed. I: H. Andersen (red.), Sociologi – en grundbog til et fag. København: Hans Reitzels Forlag. Heckman, J.J. (2006). Skill Formation and the Economics of Investing in Disadvantaged children. Science, New Series, Vol. 312, No. 5782 (Jun. 30, 2006), pp. 1900-1902. Published by: American Association for the Advancement of Science. Petersen, K.E. (2008c). Working with socially endangered children in Danish day‐care institutions. International Social Work & Society News Magazine. www.socmag.net Petersen, K.E. (2011). Pædagogisk arbejde med socialt udsatte børn i børnehaven. København: Akademisk Forlag. Petersen, K.E. (2011). Pædagogisk arbejde med socialt udsatte børn i vuggestuen: det pædagogiske personales faglige kompetencer og det pædagogiske arbejde med socialt udsatte børn i vuggestuen. København: Danmarks Pædagogiske Universitetsskole, Aarhus Universitet.

Author Information

Kirsten Elisa Petersen (presenting / submitting)

Aarhus University

Department of Education (DPU)

Copenhagen

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