92 Global Education Review 4(2) Global Education Reform Movement: Challenge to Nordic Childhood Charlotte Ringsmose Aarhus University, Denmark Abstract The international comparison and competitive focus on (academic) performance, together with the growing awareness that early years impact children’s learning and development in education as well as over a lifetime, has resulted in heightened political interest in the learning of the youngest children. Politicians take action to achieve what they assume to be most effective approach, resulting in more centralized control, and more structured learning approaches introduced to children at still younger ages (Brogaard-Clausen, 2015: Brehony, 2000: Moss, 2013). In the Nordic countries1 there is a general concern for early years and the challenges facing early childhood education and care in an era of increasing globalization, with focus on accountability and academic competition (Ringsmose, Kragh-Müller, 2017). In Denmark, the social pedagogical tradition has been part of the culture of early childhood education for decades. In the social pedagogical tradition, relationships, play, and children’s influence are considered of key importance, and as the child’s natural way to learn about, and make sense of the world. It is considered that children learn and explore through play and participation embedded in the culture. Recently, the ministry of education has discussed more focused learning plans, and has tried out a program with more structured learning approaches. The gradual changes, together with the possible political action, are changes seriously threatening the social pedagogical tradition with more school-like, and more structured ways for children to interact. The purpose of this article is to present the Danish example as an alternative to the schoolification of early years that we see in many countries. Keywords Global Education Reform Movement (GERM), Danish education, Nordic social pedagogic tradition, early childhood education, developmentally appropriate practice Introduction learning, motivation, and school readiness, The international research community has enabling children to gain more from schooling in pointed to high quality environments as the long run term (EPPSE, 2015, Schweinhart et important to young children’s development, al., 2000; Bauchmüller, et al., 2011). Quality of both in the short and long term (Huntsman, early environments is especially significant for 2008; Pramling-Samuelson, 2008; Heckmann, ______________________________ Corresponding Author: 2006; EPPSE, 2015). Although it is also debated Charlotte Ringsmose, School of Education, Aarhus what constitutes high quality (Woodhead, University, Tuborgvej 164, DK-2400 Copenhagen NV, 2007), research reveals that a high quality early Denmark. environment positively affects children’s Email: e-mail: [email protected] _________________________________________________________________________________________________________________________ Global Education Review is a publication of The School of Education at Mercy College, New York. This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Citation: Ringsmose, Charlotte. (2017). Global education reform movement: Challenge to Nordic childhood. Global Education Review, 4 (2), 92-102. Challenge to Nordic childhood 93 children growing up in disadvantaged practices such as the central European and environments (Heckmann, 2006, EEPSE, 2015). Nordic “social pedagogical tradition” with a As a consequence, more countries, politicians focus on broad developmental goals (OECD, and stakeholders are making early childhood 2006) might not be explored. With the education and care a priority, and they are politicians being informed by research, looking to research to make informed decisions alternative “philosophies” are under threat by for early years. this dominance in research of the early When it comes to the question of what is a education research tradition. This imbalance in high quality environment, childcare research the exchange of knowledge may result in points to the importance of educated politicians reaching the conclusion that teaching professionals, child-adult ratio, group sizes and and structured learning approaches are other structural aspects that influence the necessary in order to support children’s learning qualities that are important for children’s and development which is not the case. wellbeing and development (Huntsman, 2008), This article draws on the Danish and to the importance of investments in early experiences where the social pedagogical years (OECD, 2006). However, there is a approach has been an integrated part of early disagreement of what quality in childcare years learning based on the developments in the involves. Researchers express concern about the 19th century with a holistic approach to child’s right to enjoy childhood, and not to just children’s learning and development. The aim is focus on what the child is “becoming” (Kragh- to explore how the social pedagogical tradition, Müller, 2013). together with the investments made through Across the OECD countries two different society in early years, benefits children’s approaches have been identified: The central learning and development. The social European and Nordic “social pedagogical pedagogical approach, together with a broader tradition” and the French-English “early view on how societal investments that are found education approach” or “the readiness for school in the Nordic welfare state societies (UNICEF tradition”. The two can be seen as different benchmark figure 1 page 5 in this article) form curriculum emphases: one with a focus on broad children’s learning and development. developmental goals, and the other with a focus The increased focus on the importance of on skills and school-like learning areas (OECD, early years combined with the focus on 2006). In an era of global competition, the accountability and academic competition has readiness for school tradition is pointed to as a resulted in Danish politicians regarding focused learning plans for childcare, with specific targets powerful one with a focus on skills and school- for professionals. This can be seen as the like learning areas (OECD 2006 p. 63). It is paradox of the global movement pointed to by carried by American (English-language) the English professor Peter Moss of the research to all countries, and also it holds out University of London, (Tonsberg, 2012). Why the promise to education ministries of children are Danish politicians looking to other countries entering primary school already prepared to when they aim to develop childcare and raise read and write, and being able to conform to performances? He also pointed to the problem of normal classroom procedures.” (OECD, 2006 p. schoolification, which is school being introduced 63). to children at an increasingly younger age, Countries and/or organizations that asking “why?” what do schools have to offer to publish the most research internationally2 also children in early years? have the potential to influence policies and practice to a greater extent and alternative Challenge to Nordic childhood 94 Welfare States Care for The Child children were encouraged to be independent and Peter Moss (Tonsberg, 2012) pointed not only to adventurous. the important pedagogical traditions, but also to This example illustrates some of the the fact that the Danish system has been cultural differences between children’s lives and developed in conjunction with the development upbringing in different cultures. What would be of the welfare state over the past 40 years, which obvious to a Dane might not be obvious to means that it is well structured, an integrated people from other countries. In Denmark, it is part of the culture. This together with the part of a normal childhood to be in full time investments through the welfare model has care, partly due to the high percentage of both resulted in higher numbers of educated men and women in the workforce, which is one professionals in childcare than in most countries of the highest in the world (OECD, 2016), but (60% bear a degree). Also subsidies that allow all also because of the trust parents have in the parents and children to access the same quality care the children receive when they are away of childcare, increases enrollment rates, which, from home. Childcare is considered good for in turn, has a positive effect on equality – giving both the child and the parent (BUPL, 2006). children and families in different income levels The need for childcare grew because more the same opportunities. He noted that in some women entered the workforce and the countries childcare is only for the wealthy people concurrent development of the welfare state whereas the children in more disadvantaged which resulted in the state gradually taking families do not have access (for comparison see responsibility for establishing places, guidelines, figure 1). One would think that this has to do and resources for childcare (Kristensen, Hamre, with how wealthy the country is, but this is not Bayer, 2015). Childcare has become a right to all the case; quality care is also a matter of priority parents and children, and the state provides (The Economist Intelligence Unit 2012). In public funding and subsidies for all regardless of Denmark, equal access to childcare/public income. Due to the welfare state, a maximum of facilities is important for creating a more equal 25% of cost is paid by the parents and less than society (Tonsberg, 2012). Ninety-eight percent of 5% of nurseries are privately run (Pedersen, H. the children age 3-5 are in childcare in Denmark. BUPL, 2011). Nurseries are open, on average, Ninety percent of the 1-2 year olds are in 51.7 hours per week (Bureau 2000). This does childcare. not imply that all children are in childcare for This was experienced by the North approximately 50 hours a week; the long American mother and housewife Kristen opening times simply provide the flexibility that Podulka (Podulka, 2016). She was surprised working parents need. moving to Denmark to find that not only did the Because of the trust between the childcare state provide a subsidy for her children to attend facilities and the parents, childcare enjoys a nursery, but also that she was encouraged to do strong foundation in the welfare state. Childcare so both by the state and by other parents. One of allows parents to work, and children to grow, the arguments she heard from another parent enjoy childhood, and to play with other children. was the same as in airplanes - to provide herself The welfare state investments are high in with oxygen before helping others meant that early years in the Nordic countries, and no doubt she would help both herself and her child by early investments are important to children’s providing herself with time, and the child with learning and development. A group of the opportunity to play with other children. With researchers from the US (Dr. Amity Niemeyer, a different cultural background coming to live in Dr. Kevin R. Bush, Dr. Jon Patton, Dr. Doris Denmark, she was surprised; she was also Bergen, 2012) conducted an examination of the surprised by the extent of the difference in how relationship between Maslow’s deficiency needs and academic achievement. The factor most Challenge to Nordic childhood 95 significantly related to achievement outcomes countries have a one-year period of was access to health and dental care, maternal/paternal leave. All families have access demonstrating the importance of considering to the same level of quality childcare facilities. children’s lives in a broader sense, and to The countries have low poverty, which is very understand the opportunity for growth through important for children’s growth, and also the a broader societal view. Children growing up in countries present a higher investment of GDP the Nordic countries grow up in societies which than most other countries. This also has to do provide them, and their parents with good with the long tradition of childcare and the high opportunities the Nordic countries present numbers of both men and women in the themselves as countries with high focus on workforce. In this UNICEF benchmark, the investments in families and early years. The Nordic countries stand out with the willingness to invest in children and families. . Fig. 1. UNICEF benchmark Challenge to Nordic childhood 96 In the Nordic countries, children have since the focus is not the wealth, but rather access to health and dental care. In addition, the evaluation of the learning that is presumed to accessibility of childcare due to the economic take place through children’s participation in subsidies given to the childcare sector by along ECEC. with measures that promote equality The countries that rank well in the study guarantying that all families have a certain level have the following characteristics (The of income all children have access to good Economist Intelligence Unit 2012). healthcare, housing and a certain standard of  A comprehensive early childhood living – and that everyone has access to development and promotion strategy, education starting in early childhood – is backed up with a legal right to such significant for children’s learning and education. development. Equality is important for  Universal enrolment of children in at children’s learning and development. Countries least a year of preschool at ages five or that do well have high equality (Social Progress six, with nearly universal enrolment Index) providing children and families between the ages of three and five. protective factors as well as it grants them good  Subsidies to ensure access for opportunities for growth. underprivileged families. Economy as well as the people gain from a  Where provision is privatized, the cost of more equal society such as the Nordic countries. such care is affordable relative to (Wilkinson, R., & Pickett, K. (2009) providing average wages. children and families protective factors as well  A high bar for preschool educators, with as providing good opportunities for growth. specific qualification requirements. This It is not only access to health and dental is often backed up with commensurate care, and not only the investments in early years, wages, as well as low student teacher but also that children grow up in an equal ratios. society in a broader sense. Worklife, lifestyle,  A well-defined preschool curriculum, economy, health and wellbeing is affected by along with clear health and safety equality. Especially access to education benefits standards. the generations to come by growing up in societies with cultural capital. For the society  Clear parental involvement and education matters for growth and welfare. outreach. “education is a strong investment for the  A broad socioeconomic environment individual as well as society” (AEraadet, 2011). that ensures that children are healthy Having the early years prioritized is not and well-nourished when they enter only connected to the wealth of the country, but preschool. also has to do with values and priorities. The In general, the Nordic countries take high ranking benchmarking early education in the ranking in the study. Finland, Sweden and study “Starting Well: Benchmarking Early Norway rank. 1, 2 or 3, Denmark ranks six. Education Across the World” (The Economist Several rich countries have low ranking, e.g., on Intelligence Unit 2012) which ranks 45 countries accessibility, and some countries with financial according to the quality of their childcare challenges have high rankings in the study. The facilities. is based in comparison of overall early Czech Republic rank number 17, Chile rank childhood education and care (ECEC) provision number 20, the United States number 24, and and quality in the different countries. Several Canada number 26. The study criticizes the fact high-income countries rank poorly in the study, Challenge to Nordic childhood 97 that countries with good economies do not  The setting must, in collaboration with prioritize early childhood. The Nordic welfare the parents ensure a good transition to state systems provide high investments in young school, by developing and supporting children in general providing children with equal fundamental competences and the opportunities. inclination to learn. The setting shall in collaboration with the schools create a The Danish Law on Childcare coherent transition to school and Up until 2004, there were no national or sub- afterschool provision. national prescribed guidelines on pedagogic In 2004, the Pedagogical Learning Plan approaches specified by the government or the was introduced with six learning themes: local authorities in Danish childcare. Childcare language, social competences, personal was part of a set of broad-based regulations competences, nature and nature's phenomena, stating the values of ECEC. These are still cultural expressions and values, body and predominant in the law. movement. The individual ECEC setting had to The Law on Child Care in Denmark both incorporate the overall aims and learning (Ministry of Welfare 2015) emphasizes that themes set in the law and produce a plan for childcare must provide a physical, psychological children between 6 months and 2.5 years and for and esthetic environment for the children that children between 3 years and school age. Local promotes their wellbeing, health, development decision making was maintained and the and learning. The following aims are required to curriculum remained a broader based be reflected in the locally developed learning regulation. plans. The curriculum has been adjusted a  The setting must, in collaboration with number of times; however, the local the parents, give children care and development of aims and methods remains. The support the individual child’s all- Danish curriculum does not in itself imply round/holistic development and self- structured school preparatory activities and it esteem as well as contribute to the does not detail method or specify goals or child’s experience a good and safe assessment of the individual child. For a very upbringing. short period of three years, from 2007-2010, with language assessment for all three-year-old  The childcare setting must promote children, the requirement was changed to a children’s learning and development of language assessment of solely the children competence through experiences, play perceived in need of special language support. and pedagogical planned activities that There has traditionally been a strong resistance provide opportunity for engrossment, to testing young children (Ringsmose, C.& exploration and experience. Brogaard Clausen).  The childcare setting must give child co- The only assessment is that once a year decision, co-responsibility, and the children are interviewed about their understanding of democracy. As a part opinions on childcare. A commission under the of this the childcare setting must Danish Ministry of Education has developed a contribute to develop children’s questionnaire that can be used when independence, abilities to commit interviewing the children. This questionnaire themselves in the community and includes questions to the children about solidarity with and integrate in the childcare in general, about their relationships to Danish society. Challenge to Nordic childhood 98 the other children and friendships, about the separate fields needing to be joined up, but teachers (e.g., whether the child like the inter-connected parts of the child’s life.” (OECD, teachers, feels that the teachers like him/her, 2006 p. 59). whether the teachers listen to the child, scold The Danish early years’ practices are built him/her), and about indoors and outdoors on philosophies of Fröbel and Montessori. Both equipment for play and a range of other things. theories focus on how children learn and Granting children influence. develop based on an understanding of the child’s The broad value based goals are part of the efforts and strategies to learn and develop, and social pedagogical tradition. It is considered that also on the motivation and eagerness to learning takes place through play, relationships understand and master. Play is considered between children and adults, children’s essential to children’s development and learning influence, and the outdoor life as significant (Kristensen, Hamre, Bayer, 2015). For the which is direct opposite to what we can witness preschool child, the motivation to interact and in many systems of early childhood around the communicate does not only focus on connecting world with focus on direct teaching, with adults, but also on joining peers in play standardization, and less paly. In the Danish activities (Hviid, 2000, Karrebæk, 2008). curriculum does not imply structured school The American researcher Judith Wagner, preparatory activities and it does not detail who studied childcare in Denmark, noticed that method or specify goals or assessment of the Danish preschool professionals often protest to individual child (Ringsmose & Brogaard being referred to as teachers, because they claim Clausen, 2017). they do not teach children. She explained that In the law it is evident how children’s this is not what American’s call custodial care, participation, well-being, social development but rather a view of interactions between and learning are equally valued and how they are children as active constructors and adults who perceived as a part of supporting character care for them. She thinks that what Danish early formation, which is positioned as the main aim years’ professionals call care is consistent with for children’s lives in the early years’ settings. what American’s call developmentally appropriate education for young children. Yet Learning and Development in The the Danish pedagogue would still be uncomfortable with the term teaching; instead, Social Pedagogical Tradition the term learning has become predominant. In the social pedagogical tradition “The Traditionally the Danish pedagogues’ self- pedagogue sets out to address the whole child, perception is that they do not teach but rather the child with body, mind, emotions, creativity, care for children, in the understanding of care as history and social identity. This is not the child 'developing strong relationships with them and only of emotions – the psycho-therapeutical engaging them in a democratic community' approach; nor only of the body – the medical or (Broström and Wagner 2003). health approach; nor only of the mind – the The tradition is based on a broad traditional teaching approach. For the understanding of learning in which children pedagogue, working with the whole child, learn through play and participation. It is a learning, care and, more generally, upbringing child-centered, socio-cultural approach to (the elements of the original German concept of learning and development. Learning is pedagogy: Bildung, Erziehung and Betreuung) connected to the child’s experiences in social are closely-related – indeed inseparable relationships, body experiences, and experiences activities at the level of daily work. These are not with materials as well as with other people. It is Challenge to Nordic childhood 99 considered that young children do not learn best attention happens when adults and children through teaching, but in everyday life explore together, read a book together, play a experiences, activities, play, and relationships game or engage attentively in any other social (Hansen, M, 1997). The relationships between activity. Allowing children to enjoy childhood the children and between the children and the while learning to actively participate in society professionals are considered the core of the and develop the social and cognitive skills and child’s ability to grow and thrive. This is competencies necessary to do well in society. supported by research indicating that the Grethe Kragh-Müller who has studied relationships between the educational staff and Danish and North American childcare (Kragh- the children are important for the children’s Müller, 2013) found that the adults in both the personal, cognitive and social development American and Danish childcarecenters believe (WHO, 2004). The WHO review reported that that growth-promoting relationships between the most important factor for quality in child- the pedagogues/teachers and children comprise adult interaction is the adult’s sensitivity the most important quality indicator in towards the child’s expression and the adult’s childcare. In practice, however, the relationships responsiveness i.e., whether the adult’s response vary. Relationships between children and adults to the child’s signals is in accordance with the appear to be more personal and equal in the child’s expression. The WHO review also shows Danish/Nordic tradition than in the North that the adult’s personality, wellbeing and American tradition. Interviewing Danish engagement in the children affect the pedagogues, she found that they identify relationship and thereby influence child attentiveness between pedagogues and children, development. The OECD’s review of child care care and appreciative relationships as the most services has described the essence of quality care important aspects of educational quality. When as “a stimulating close, warm and supportive you interview Danish parents – and also interaction with children”. A similar review in American parents, for that matter – they the United States has concluded that “warm, indicate that the most important factor is that sensitive and responsive interaction between pedagogues should show that they care for and caregiver and child is considered the cornerstone love their children. And the children themselves, of quality” – a characteristic that is as difficult to also both Danish and American children, say define and measure as it is to deliver.” (UNICEF that the most important aspects of a good day in 2007 p. 21). childcare are good opportunities for playing with Children develop by engaging in social playmates of the same age, and that the adults interaction and joint attention through are nice (Kragh-Müller, 2013). participation in meaningful activities with adults Recent studies on Danish childcare as well as with other children. Shared attention centers reveal the impact of the increased focus scaffolds the child’s competences and abilities in on early years which is gradually changing the all areas of development (Tomasello, 2003, relationships between the children and the Vygotsky, 1978). Joint attention is defined as the adults with more structured approaches to phenomenon achieved when two individuals childcare and more adult directed activities with know that they are attending to something in the children and less play. It is obvious in the common (Tomasello, 2003). The task of centers that there are more materials focusing preschool curricula is not to teach the children a on learning activities, and less materials for play certain curriculum, but to create opportunities which may affect the child’s possibilities to have for joint attention and social understanding an influence, to play, and to interact with peers (Carpendale and Lewis, 2006: 106). This joint through play. This can be viewed as a result of Challenge to Nordic childhood 100 the influence from the global education reform The critique resulted in partnership lead movement influencing Danish childcare towards by the government office involving the more school directed activities at the expense of organizations, the unions, the researchers, the play and personal contact. pedagogues, the parents and the politicians describing the new aims and goals for the Global Education Reform learning plans in childcare. This has resulted in a consensus report which is now the common Movement Challenging Nordic point of action, and which is at the moment Childhoods debated in the parliament, and may become the The social pedagogical approach to early years new common ground based on the cultural learning is challenged with the increased global values, and on the foundation of the tradition of focus on quality early childhood education, social pedagogy. politicians and practitioners take action to For now, the resistance to the changes was achieve what they assume will be more effective. strong enough to stop the program, but the In Denmark in 2014 the Minister of Education question is for how long. The politicians are who was then responsible for childcare was strongly influenced by research looking for the pointing to more focused learning plans, and “right pill”, and also changes in the social also trying out a program with more structured pedagogical tradition are happening gradually. activities in early years (Future childcare, 2014). Returning to the question of why Danish With the structured activities and focused politicians are looking to other countries when learning plans program we also saw examples of they aim to develop childcare. The children undergoing pressure while they were schoolification approach that is found in many being tested to measure their cognitive and countries in early years has an immediate social abilities. This was presented in the media, attraction to politicians in an era of global and resulted in a huge debate. The structured competition with focus on which countries have program was highly criticized from several parts. the best performing students. Although this may The Danish union for social pedagogues (BUPL) seem obvious, the fact is that children do resisted strongly to the program. So did the become ready for school in cultures such as the parents organization (FOLA), as well as many Danish with a focus on relationships, play, and pedagogues and researchers. The newspapers children’s influence. Young children learn when and television news and debate programs they play, explore, and participate in everyday communicated the debates. The resistance was activities. In cultures such as the Danish where criticizing the narrow goals which as a the social pedagogical approach has been an consequence made the pedagogy look more like integrated part of early childhood children have teaching, and the pedagogue holding more become ready for school for many years. The structured plans a more narrow focus. The international comparison and competitive focus strongest resistance was on behalf of the testing, is an ongoing threat to important values of early and the narrow understanding of children’s childhood. development that can be seen as a result of the test practices. Researcher’s supported the debate Notes saying that it was more like laboratory 1. The Nordic philosophy of early years will be experiments that we left behind 40-50 years ago viewed with Denmark as an example. Within (http://www.bupl.dk/presse/pressemeddelelser the Nordic countries traditions vary, but the /forskere_i_haard_kritik_af_fremtidens_dagtil countries share the welfare state model, and bud?opendocument) also philosophies of learning taking place Challenge to Nordic childhood 101 through play, relationships between children Kragh-Müller, G. (2013): Kvalitet i daginstitutioner (Quality in child care). 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