SWEDEN%20policy%20profile%20-%20published%2005-02-2013

48 - CHAPTER 3. WHAT ARE THE CHALLENGES AND STRATEGIES?
system. To work in accordance with the curriculum, staff must have good knowledge of
young children’s development and learning.
Employing additional staff and improving staff-child ratios
In 2004, Sweden granted an increase of SEK 2 million of state funding to local authorities for
the employment of 6 000 additional preschool teachers and child assistants. The grant was
intended to reduce class sizes and improve staff-child ratios to 1:5 on average for zero-tosix-year-olds
to improve the quality of ECEC and qualitative curriculum implementation.
For systematic evaluation and assessment
Regularly evaluating and documenting the quality of preschool
In Sweden, the quality of the preschool is regularly and systematically documented, followed
up and evaluated. Evaluating the quality of preschool and creating good conditions for
learning requires monitoring, documenting and analysing curriculum implementation and the
child’s learning and development. The aim of such evaluations is to obtain knowledge of how
the quality of the preschool, i.e., its organisation, curriculum adaption, content and actions,
can be developed so that each child receives the best possible conditions for learning and
development. Analyses of the results of evaluation indicate areas that are critical for
development. All forms of evaluation of quality, pedagogy and activities take the perspective
of the child as the starting point. Children and parents can participate in evaluation, and their
views are to be given prominence, according to the curriculum. Additionally, self-evaluation
kits have been developed so that ECEC professionals can evaluate their knowledge of the
curriculum framework and their implementation of the framework.
Assessment of curriculum outcomes based on observation
Assessment in Sweden involves intelligent observation of children by experienced and
knowledgeable adults for the purpose of improving the programme. Meaningful insights from
observation and reflection can occur when adults listen, watch and interact with an individual
child or groups of children. These continuous observations provide the basis of information
for more in-depth assessment and evaluation integral to making decisions on how best to
meet children’s needs. In Sweden, assessment of children’s learning and development
should always focus on individual children over a period of time; and staff should avoid
making comparisons between children since the needs of the children, not assessment
procedures, should determine the curriculum.
Possible alternative strategies: Lessons from New Zealand, Norway and Portugal
Alternative approaches from New Zealand, Norway and Portugal can provide “food for
thought” in overcoming challenges.
To better define goals and content
Setting curriculum goals and guiding principles based on community and cultural values
New Zealand’s curriculum approach is based on societal, communal and cultural values: the
sense of community and cultural heritage and understanding. The curriculum emphasises
the critical role of socially and culturally mediated learning and of reciprocal and responsive
relationships for children with people, places and things. Te Whāriki is founded on the
aspirations for all children in New Zealand to grow up as competent and confident learners
and communicators, healthy in mind, body and spirit, secure in their sense of belonging and
in the knowledge that they make a valued contribution to society. There are four broad
principles at the centre of the early childhood curriculum: empowerment, holistic
QUALITY MATTERS IN EARLY CHILDHOOD EDUCATION AND CARE: SWEDEN © OECD 2013