Barnehagepedagogikkens epistemologi: en studie av den norske barnehagepedagogikkens grunnlag og gyldighetsnormer.

This dissertation focuses on how the epistemology of kindergarten pedagogy occurs, is sustained and legitimised, including identification of the pedagogical conceptions that are regarded as being valid. Kindergarten epistemology means the pedagogical understanding that expresses itself through social practices and representations in the field (e.g. curricula, texts, myths etc.).

The dissertation shows how epistemology of kindergarten pedagogy occurs in the dialectic between recognised symbolic representations and social processes and structures. The epistemology is maintained through the social actions of the knowledge field and is legitimised through collective stories and myths that form the very foundation of epistemology. In addition, a clear discord is demonstrated between the social structures of the knowledge field and the game on legitimate visions and categorisations. This discord is interpreted as a sign of social and epistemological change. 

This study is a theoretically and empirically document-based study of the basis and validity of the standards of the Norwegian kindergarten pedagogy based on a review of curricula and syllabus lists for pedagogy for all Norwegian teacher education programmes in the years 1995/95 (909 lists) and 1999/2000 (800 lists). The most read authors were selected for interviews. Furthermore, statements from students in the educational context have been analysed, and interviews and focus group interviews with relevant players have been conducted.

Strand, T. (2007). Barnehagepedagogikkens epistemologi: en studie av den norske barnehagepedagogikkens grunnlag og gyldighetsnormer. Oslo: Universitetet i Oslo, Det utdanningsvitenskapelige fakultet Unipub.