Purpose
The study focuses on the use of standardised programmes and methods, so-called concepts, in pedagogical work in Norwegian kindergartens. The research questions are: 1) How many and what concepts are in use? 2) How systematically are the concepts used? 3) Why have kindergartens chosen to use the concepts?
Result
The results show that concepts are widespread in Norwegian kindergartens, with great variation in the number and types of concepts used. The use of concepts varies considerably between different municipalities. Concepts of language development are among the most widely used, while the use of socioemotional development programmes varies more. The reasons for the choice of concepts include compliance with kindergarten’s priority areas, directives from the owner or municipal guidelines, and adaptation to the kindergarten’s specific needs.
Design
The study uses questionnaires answered by 206 kindergartens as part of a cross-sectional study. The data collection was performed through a questionnaire containing both closed-ended and open-ended questions. In addition to descriptive statistics, bivariate analyses and qualitative content analysis were used to identify patterns and tendencies in the prevalence and use of concepts in kindergartens.
References
Lund, Å., Franck, K., Juritsen, T. L., Østmoen, J. P., & Wilhelmsen, T. (2022). Utbredelse av konsepter i norske barnehager. Forskning i Pædagogers Profession og Uddannelse. 6(2), 91–110.