Förskolepedagogikens framväxt: Pedagogisk förändring och dess förutsättningar, ca 1835-1945.

The purpose of this study is to describe and explain the profound pedagogical change processes in the Swedish history of early childhood education and care. In order to examine and understand these processes, this study focuses on five areas: the debate, income sources, space for activities, and processes related to proliferation of ideas as well as municipalisation.

The study clarifies how changes in pedagogical methodology and pedagogical organisation can be understood and explained. The study shows that pedagogical changes in kindergartens cannot be explained by general changes and ideological structures, but that the explanations can be found through studies in an organisational, historical perspective that can explain the specific and restrictive condotions that have influenced kindergarten activities. The study concludes that the transition from informal learning in daycare pedagogy has taken place through a committee and adjustment process. The study clarifies the relationship between educational changes and general social structures, and shows that social factors have some influence on daycare education, but that they cannot explain the changes in pedagogical methodology that have taken place, and which are influenced by organisational factors. The study exemplifies how it is possible to explain changes in pedagogical methodology and systems on the basis of the practical context in which activities are embedded.

The study is designed as a source study. The study is based on analyses collected through a variety of written materials such as protocols, annual reports and newspaper clippings. The pedagogical processes of change and prerequisites for change are seen in an historical perspective over 100 years.

Westberg, J. (2008). Förskolepedagogikens framväxt: Pedagogisk förändring och dess förutsättningar, ca 1835-1945. Uppsala: Uppsala Universitet.