Academics as play and the social as discipline: school readiness in Denmark

The study investigates how school-preparation reforms in Danish kindergartens affect parents and kindergarten teachers’ priorities.

The study shows that both parents and kindergarten teachers consider their children’s social development to be very important in preparation for starting school, and that this development must be cultivated by the adults, often in a disciplinary manner. Neither parents nor kindergarten teachers attach much importance to the academic preparation of the children, as they expect academic skills will emerge naturally. However, they consider it important that adults support the children’s academic development when the children themselves choose to participate in academic activities.

The data material was obtained from three kindergartens from different socioeconomic and demographic areas in Denmark. The researchers participated in regular educational activities in addition to school-preparation activities. They also attended parent-teacher meetings where the topic of being prepared for school was discussed. Field notes were taken during the observations. In addition, the researchers interviewed 40 parents and talked with 35 kindergarten teachers, either individually or as part of researcher-led workshops. The interviews and conversations were transcribed. The data material was thematically analysed.

Kjær, B., Bach, D. & Dannesboe, K. I. (2020). "Academics as play and the social as discipline: school readiness in Denmark". International Journal of Early Years Education, 28(3):246-261.