Purpose
The study investigates the changes in kindergarten policy in Finland and Sweden, focusing on the development of objectives, governance mechanisms and political ideas that have characterised the reforms in the sector. The research questions are: 1) How are political objectives formulated for kindergartens in official documents and what political contexts frame them? 2) What are the key governance mechanisms and institutional structures that operationalised these objectives? 3) What political and educational ideas defined the policies and arguments for kindergarten development?
Result
The results show that both Finland and Sweden have had a gradual development of kindergarten policy in response to changing objectives and ideas about the role of the sector. Previously, child-centred ideas dominated, but later, labour market- and education-driven ideas became more prominent. Sweden integrated kindergarten into the education system earlier than Finland, and has had stronger elements of privatisation. Finland has recently moved kindergarten management to the education sector, with a stronger focus on educational quality and learning. Both countries have continued to prioritise social equality and the welfare of children in their reforms.
Design
The analysis is based on a review of political documents from Finland and Sweden, including laws, commission reports, educational plans and curricula. The methods include content analysis of documents to identify objectives, values, incentives, and ideological positions promoted in the documents.
References
Alexiadou, N., Hjelmér, C., Laiho, A., & Pihlaja, P. (2022). Early childhood education and care policy change: comparing goals, governance and ideas in Nordic contexts. Compare: A Journal of Comparative and International Education, 54(2).
Online year: 2022
Issue year: 2024
Review year: 2022