Perspektiver på kvalitet i daginstitutioner.

The purpose of this study is to elucidate pedagogical quality at two daycare centres in Copenhagen with different organisational and structural conditions. The study examines how pedagogical quality is perceived by child carers, parents and children at the two daycare centres, and the results are intended to help develop pedagogical quality at daycare centres as well as pedagogical competences and the profession. Furthermore, the study aims to contribute to the political debate by highlighting the historical and societal conditions to which daycare centres are subject.

Child carers and parents from the kindergarten in Christiania believe that their quality requirements are met by the kindergarten. Child carers and parents from the kindergarten in Christianshavn find that their requirements for pedagogical quality are not adequately met by the kindergarten. New social conditions, because of cutbacks and new administrative tasks, mean that the pedagogical quality of the kindergarten in Christianshavn has deteriorated. In their own professional assessment, the child carers are not able to carry out their pedagogical tasks satisfactorily. They are being pulled away from spending time with the children. The work with curricula and the ensuing documentation requirements seems to be a hindrance rather than increasing the pedagogical quality because child carers spend more time on administrative work than on being with the children.

Methodologically this is a comparative study of two Copenhagen kindergartens; one in Christiania and one in Christianshavn. Five children from each kindergarten were interviewed: two individual interviews with a boy and a girl, and a focus group interview with three children. Staff from each of the two kindergartens were interviewed in focus groups and parents of the interviewed children were interviewed in a focus group. Observations were made over five full days at each of the two kindergartens.

Kragh-Müller, G. (2010). Perspektiver på kvalitet i daginstitutioner. København: Danmarks Pædagogiske Universitetsskole, Aarhus Universitetsforlag.