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

QUALITY MATTERS IN EARLY CHILDHOOD EDUCATION AND CARE: SWEDEN © OECD 2013
CHAPTER 3. WHAT ARE THE CHALLENGES AND STRATEGIES? - 53
For better curriculum alignment for continuous child development
Linking the ECEC curriculum to the primary school curriculum
The Te Whāriki curriculum in New Zealand is linked to the country’s curriculum framework
for schools. The principles in the school curriculum emphasise a “natural connection” across
learning areas and competencies as well as the positioning of the competencies as parallel
domains alongside the strands of Te Whāriki. For each of the strands of the ECEC
curriculum (well-being, belonging, contributions of children, and communication and
exploration), links have been made with the learning areas and skills in the school curriculum
to smooth the transition from preschool to primary school. The emphasis in New Zealand
has shifted towards expecting the school “to make connections” with the new entrant child’s
earlier experience, rather than the child arriving “ready for school”. The strengthening links
between the different early childhood education services have encouraged a growing
appreciation of each other’s differences and similarities.
Aligning with common values, indigenous values and international conventions regarding
children’s rights
Norway’s revised Framework Plan for the Content and Tasks of Kindergartens strengthened
in its latest version of 2011 the values that appear in different religions and beliefs, including
empathy, forgiveness, a belief in human worth, community spirit, solidarity and shared
responsibility. Kindergartens in Norway are explicitly encouraged to promote human equality,
human dignity, intellectual freedom, tolerance, health, sustainable development and respect
for the environment. This indicates that kindergartens are assigned a societal role: its
primary goal is described as to safeguard children’s basic needs for care and play and
promote learning as the core of holistic, all-around development. Tolerance, solidarity,
empathy, respect and gender equality became more important cornerstones of the
framework plan.
Additionally, Norway has aligned its curriculum with international conventions, such as the
United Nations Convention on the Rights of the Child (1989). Its legislative framework (the
Kindergarten Act and the Framework Plan for the Content and Tasks of Kindergartens)
states the expectations concerning the quality of kindergartens, including conditions for
learning and well-being. In 2005, Norway introduced a section in the Act giving “Children in
kindergarten (...) the right to express their views on the day to day activities of the
kindergarten”. This is followed up in the framework plan. Children are seen as subjects or
agents in their own right who should be met with respect in their diverse forms of
communication.
On account of the special rights of Indigenous peoples, Norway has a special obligation to
safeguard the interests of Sámi children and parents. This relates to the International Labour
Organization’s Convention no. 169 concerning Indigenous and Tribal Peoples. Sámi children
need to be enabled to retain and develop their language and culture regardless of where
they live in Norway. Kindergartens in Sámi districts should be an integrated part of, and
demonstrate the diversity, vigour and variety of, Sámi society. Sámi statutes include the aim
of strengthening children’s identity through the use of Sámi language and by teaching
children about Sámi culture, ways of life and society. Important aspects of Sámi child rearing
should be retained through working methods and everyday life. The programme of
kindergartens must be arranged in such a way that children are involved in various work
processes and are able to participate in cultural and social activities. It is crucial that staff
speak Sámi in Sámi kindergartens. At kindergartens catering for Sámi children but outside
Sámi districts, parents and children are entitled to expect staff to be familiar with Sámi
culture and to emphasise it as part of the kindergarten’s programme.