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

50 - CHAPTER 3. WHAT ARE THE CHALLENGES AND STRATEGIES?
learning areas for children’s experience, exploration and learning: 1) communication,
language and text; 2) body, movement and health; 3) art, culture and creativity; 4) nature,
environment and technology; 5) ethics, religion and philosophy; 6) local community and
society; and 7) numbers, spaces and shapes. The framework plan strongly emphasises the
importance of building conscience within children about the environment and nature and
respect for natural environments. Observation and reflection skills in young children are
regarded as important and are expected to be stimulated in early development.
Each learning area covers a wide range of learning, and they are intertwined in play and
activities. The staff groups are free to choose methods to foster children’s curiosity, creativity
and thirst for knowledge. Additionally, municipalities have the responsibility to ensure that
kindergartens for Sámi children are based on Sámi language and culture.
Setting learning outcomes to support staff
The Ministry of Education in Portugal is setting Learning Outcomes for preschool education
(three-to-six-year-olds). Learning outcomes are acknowledged as the evidence of child
performance, and they are defined in terms of child outcomes. They can be used as tools
supporting teachers in their everyday work. The Framework Law of Preschool states the
general objectives of preschool.
Developing learning outcomes reflecting the holistic development of children, which should
be encouraged rather than taught
New Zealand’s Te Whāriki curriculum includes several dispositions, named learning
outcomes, for each of its five strands: well-being, belonging, contributions of children,
communication and exploration. These dispositions are encouraged rather than taught and,
similar to the curricula in Nordic countries, reflect the holistic way children grow and learn:
cognitive, social, cultural, physical, emotional and spiritual dimensions of human
development are interwoven. The early childhood curriculum therefore takes up a model of
learning that weaves together intricate patterns of linked experience and meaning rather
than emphasising the acquisition of specific skills. The context around the child (the physical
surroundings, the emotional context, relationships with others and the child’s immediate
needs at any moment) will affect and modify how a particular experience contributes to the
child’s development. This integrated view of learning sees the child as a person who wants
to learn, sees the task as a meaningful whole, and sees the whole as greater than the sum
of its individual tasks or experiences.
Since Te Whāriki emphasises social relationships and personal well-being, outcomes are
formulated in terms of relationships and well-being and are focused on the skills and abilities
children should develop rather than in terms of actual attainment targets. For each strand,
knowledge, skills and attitudes are described, and examples of experiences are given, which
help to meet these outcomes. Examples of outcomes include: confidence and ability to
express emotional needs, knowledge about how to keep themselves healthy, and a sense of
responsibility for their own well-being and that of others. For staff, questions for reflection are
included, which are aimed at guiding staff in stimulating children in their development and
improve staff pedagogy and quality. Additionally, for each strand and goals, adults'
responsibilities in management, organisation and practice are explained. Each of the strands
or learning areas also lists specific links to schooling to stimulate continuity between early
childhood education and primary school. This section indicates the skills or attributes
children will likely need when moving from ECEC to school so as to ensure continuous
development and lifelong learning, e.g., “be able to work co-operatively”, “have experience in
making choices and decisions, setting their own goals, and using their initiative”, “understand
basic concepts about rules, rights and fairness", “have established self-care skills”.
QUALITY MATTERS IN EARLY CHILDHOOD EDUCATION AND CARE: SWEDEN © OECD 2013