Børneperspektiver i evaluering af den pædagogiske læreplan i daginstitutioner

The study investigates how children’s perspectives appear and are used in kindergartens, especially in connection with the evaluation of kindergarten curricula. The aim is to strengthen professional judgementby providing nuances of the concept and phenomenon of child perspectives in pedagogical evaluation. 

The investigation illustrates that child perspectives receive great attention in general pedagogical practice. At the same time, the analysis shows that there is a tendency for this attention to diminish when it comes to pedagogical evaluation. The authors believe that it seems that child perspectives in connection with the evaluation of curricula are most commonly used in internal processes within the kindergarten, but do not receive much focus in the external communication of evaluation results. 

The project is based on empirical studies in a medium-sized Danish municipality, where data have been collected in a selected kindergarten and at municipal management level. Three interviews and an observation were conducted at municipal management and consultant level, as well as four participatory observations in the kindergarten and two interviews with coordinators and kindergarten teachers. In addition, the authors analysed several documents that were used in and set frameworks for the evaluation practice. 

Lund, J. H. & Andersen, D. D. D. (2018). «Børneperspektiver i evaluering af den pædagogiske læreplan i daginstitutioner». Tidsskrift for socialpædagogik, 21(1):15-27.