Early Childhood Services Norway Essay

Government goal all infantren whose parents wish it should birth a place in a barnehage, wide of the mark-time or part-time. (OECD, 199912) in all municipalities must offer an ECEC place to all parents who want to enrol their chela. As yet, corresponding legislation has not been drafted to give a legal well(p) to all parents to a place for their sister. (OECD, 2006 399) Two separate traditions brought together in Barnehage * program lineally foc utilize barnehage (19th century Froebel) * Daghem (translates as day home) Precursor was barneasyl (childrens asylum 1837) more social , focused on poor families.Norways nest to Early Childhood Care and Education Barnehage viewed as having an integrated supervise and educational role care and learning are seen as internal activities. (OECD, 199 12) Provision grew slowly 1970s increase in attend (1970 attending 5% of 3/4 yrs olds to 1990s attendance rates for 1 5 yr olds = 47-60% and increase since then) Very few chi ldren under 12mths in barnehage (well developed parental leave system) Barnehage vary in terms of ownership, management, and reenforcement. 47% public, owned and managed by local anaesthetic governing (kommune).Remainder are occult owned and managed in a variety of ways (parent groups, non-profit organisations). All attain state subsidy all parents make payments all local authorities subsidise public barnehager that they own and manage. Local authorities vary re policy subsidising private barnehager. Consequence 3 types of barnehage in relation to financing (public, private receive local authority funding & private who do not receive local authority funding). Variations in public funding parental fees higher in private barnehage (except those who fall under the local authority funding).Variations in parental fees in local authority barnehage some(a) cases fees the same for all families. Norwegian System 4 other types of provide 1. bluff kindergarten children att end with parent/carer. 2. Family Day care divided into dickens groups Private (a) offer totally private service 3. Family day carers (b) networks (familiebarnehager) burn be public/private managed & supervised by one instruct pre-school teacher per 30 children. 4. SFO care and recreation for school aged children (6yrs was 7yrs) outside school hours. School in first 4 grades from 6 yrs = 20 hours per week child spends rest of time in SFO.SFO may be located at school, or separate accommodation. Attendance rates vary. Education system overall dominated by groups care in a particular type of centre. Staff in Barnehager 3 types of module 1. Styrere (leader) management. 2. Pedagogiske (trained teacher). 3. Assistents . remain cater * Bilingual assistants ( cultural minority groups) * other teaching staff (special needs) * Other persons (chefs/cleaners) All styrere & pedagogiske have to have qualified as ECEC teacher ( both(prenominal) types of staff have the same training). Training in ECEC Norway3 years full time study possible to do 4 year surmount learning training (mature students with some experience avail of this). In service training available. Admission to pre-school training 3 year study in general subjects at upper secondary. No special requirements for assistents (recently introduction of 2 years of school and 2 years in workplace = plenty choose health & social care /child & youth workers picking to cover work in the barnehager, SFO, clubs and other services. Salaries depends on training & position. (OECD,1999 16) just about staff in barnehager are female. Men 8% of all staff direct contact with children.(OECD 2006) Emphasis on men in childcare two main motives 1. gender equality 2. right of children to meet both men and women. Male workers seen as important to boys. Childhood institutionalised (role models primarily women concern from Norwegian Government) (Research into this needed ) Children with diverse needs (OECD 2006) Chil dren with disabilities Children with disabilities have a priority right to services provided it is deemed by an expert that the child leave be able to benefit from attending the day care institution. Children from low-income families The child poverty rate in Norway is 3.4% after taxes and transfers, compared to the OECD average of 11. 2%. The barnehage is considered to play an important role in terms of preventive child welfare. Children living in at-risk circumstances, places are fully funded by municipalities. Supports are provided in addition to enable barnehager accommodate children with disabilities, children from low-income families and bilingual children. Ethnic and bilingual children An indigenous ethnic group, the Sami, constitute 1. 7% of the Norwegian population. Sami language kindergartens are funded generously whenever in that respect is a concentration of Sami families. Curriculum and pedagogyThe first national programme plan, called a Framework designing, came i nto force in 1996. The curriculum, which must be used by all barnehager, is based on the Nordic tradition of have education and care. A Sami supplement is integrated in the plan. All barnehager, including familiebarnehager and open barnehager, must base their annual plans on this Framework, which is the National Curriculum. The Framework Plan emphasises that both local cultural values and the national cultural heritage, as reflected in the childhood environment, must be represented in the military action of the barnehage (Background Report for Norway, 1999).A revised Framework Plan enters into force on 1st August 2006. The main principles are the same, with the new Kindergarten Act great(p) children a legal right to participate in all questions concerning their free-and-easy lives in ECEC. The Norwegian Child (OECD, 199921) strong idea of how the Norwegian child should be and what it means to live a good childhood (OECD, 199921). fundamental to protect childhood from too much a dult control (OECD, 199921). Adults should not take childhood away from children, but bring it back to them. (OECDm 199921) take to be of childhood & children seen as a social group within society.