ECEC Research in Norway and Scandinavia: Mapping and appraisal of Scandinavian research in ECEC...
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Transcript of ECEC Research in Norway and Scandinavia: Mapping and appraisal of Scandinavian research in ECEC...
Danish Clearinghouse for Educational Research
(Danish School of Education Copenhagen; since 2010: Aarhus University)
The Danish Evaluation Institute (EVA)
Norwegian Ministry of Education and Research
Swedish National Agency for Education
Thomas Moser
Vestfold University College
OECD-Network on Early Childhood Education and Care, Oslo, 25.1.2012
ECEC RESEARCH IN NORWAY AND SCANDINAVIA
MAPPING AND APPRAISAL OF SCANDINAVIAN
RESEARCH IN ECEC INSTITUTIONS (2006-2010)
PURPOSE OF THE PROJECT
• Providing a systematic overview of research-based knowledge about Scandinavian early childhood education institutions
• Make Scandinavian research accessible for non Scandinavian researchers, practitioners, policy providers and public (in English)
• Establish a free accessible research database
• Research based knowledge for future policy development (EVA)
• In general practice -, research – and policy development
Systematical mapping
characterizing main
tendencies
Re-description
Description
of main
themes/topics
Implications
for pratice, policy
and research
THE MAPPING PROCESS IN GENERAL
Searching
literature
”Qualifying” the
hits
Following the EPPI-
Centre data extraction
and coding tool for
education studies;
Evidence for Policy and
Practice Information
and Co-ordinating
(EPPI) Centre, Institute
of Education, London
University
3330 references identified
532/582/649/744/823
Reference screening
Screening of titles and abstracts 2751 references excluded
Criteria: wrong institution or
document type
389 documents included
1st phase
Included documents
Reference doublets
190 doublets identified
3140 unique references
Full texts screening
Screening på baggrund af dokumentets tekst
Provided documents 388 documents
128 documents excluded
Criteria: wrong institution or
document type
2nd phase
Included documents
260 documents included
2006: n=52; 2007:5 n=54;
2008: 51; 2009:52; 2010: 51
Search hits
SEARCHING AND IDENTIFYING DOCUMENTS 2006-2010
Systematical mapping
characterizing main
tendencies of 260
studies
Re-description
of 260 studies
(2006-2010)
Description
of specific
themes/topics
on basis of 227
medium and high
quality studies
Implications
for pratice, policy
and research
102 Swedish
75 Norwegian
61 Danish
16 Others/OECD
PROCEDURE - MAPPING AND APPRAISAL
2006 52/46
2007 54/46
2008 51/49
2009 52/44
2010 51/42
Pedagogical staff, professionalism, staff competencies (34)
Play, learning and care – curriculum guidelines (20)
Vulnerability, social inequality, inclusion and exclusion (9)
Parents and institutions (9)
Pedagogical staff, professionalism, staff competencies (40)
Parents and institutions (8)
Vulnerability, social inequality, inclusion and exclusion (7)
Play, learning and care – curriculum guidelines (5)
Implementation of legislation and curricula (4)
Health (3)
Play, learning and care – curriculum guidelines (17)
Pedagogical staff, professionalism, staff competencies (14)
Plans and guidelines for pre-school: State and local municipalities (11)
Children’s practices in ECEC institutions; child-child-relations (11)
Vulnerability, social inequality, inclusion and exclusion (8)
Children's development and competencies (17)
Play and learning in ECEC-institutions everyday life (14)
Vulnerability, social inequality, inclusion and exclusion (9)
Gender and Equality (9)
Plans and guidelines for pre-school: State and local municipalities (9)
Physical environment (9)
The active child: Physical activity, play and health in day care (11)
Relationships: competence, interaction, positioning, and socialization (10)
Learning process: Form, content and language (7)
Management and profession: Identity and Roles (7)
Day care as an organization in the community: Evidence, evaluation and content (7)
MAIN TOPICS/FOCUS AREAS NUMBER OF STUDIES
TOTAL 2006 2007 2008 2009 20101)
Teaching and learning 58 11 12 11 12 12
Assessment 37 8 8 11 6 4
Equal opportunities 49 8 5 6 17 13
Curriculum 40 6 5 8 8 13
Organisation & Leadership 29 5 5 6 6 7
Policy 28 7 3 7 5 6
Classroom management 12 4 1 4 2 1
Teaching as a career 8 3 1 1 0 3
Methodology 16 3 1 4 5 3
Other 74 16 25 10 13 10
1) Physical activity, health, play: 10
NUMBER OF STUDIES
TOTAL 2006 2007 2008 2009 2010
Content in ECE-institutions 85 13 22 15 19 16
Assessment, evaluation, quality assurance and -development
79 23 8 20 14 14
Basic values and ethics 78 16 16 15 14 17
Methods and practices 51 10 7 15 7 12
Purpose, aims and goals of ECE 36 4 13 10 4 5
Work with/based upon governmental/public documents (act; law; curriculum)
24 5 5 5 4 5
RESEARCH ISSUES AND TOPICS – DIDACTIC PERSPECTIVE
NUMBER OF PUBLICATIONS
TOTAL 2006 2007 2008 2009 2010
Description 142 32 25 27 33 35
Exploration of relationships
102 23 31 24 13 11
What works? 40 14 7 10 7 2
Methods development 20 5 3 5 4 3
Reviewing/synthesising research
14 4 2 6 0 2
THE PURPOSE OF RESEARCH IN THE STUDIES
RESEARCH APPROACHES N=326 TOTAL 2006 2007 2008 2009 2010
Ethnography 88 20 22 16 26 24
Views study 55 5 11 14 14 11
Document study 44 9 9 14 8 4
Cross-sectional study 38 11 7 4 9 7
Case study 36 11 10 1 7 7
Action research 17 5 4 4 3 1
Cohort study 9 1 1 3 3 1
Systematic review 7 2 2 2 1 0
One group pre-post test 6 1 4 0 1 0
Other review (non systematic) 6 2 0 2 1 1
Case-control study 5 1 2 1 0 1
Secondary data analysis 5 2 1 1 0 1
One group post-test only 5 2 3 0 0 0
Experiment -non-random allocation to groups 4 0 1 2 0 1
Experiment - random allocation to groups 1 0 0 0 1 0
SOME PRELIMINARY CONCLUSIONS • Qualitative, descriptive and explorative studies are predominating
• Ethnography, views studies, document studies and case oriented studies focused on micro-processes.
• Few comparative and intervention studies.
• Main focus on teaching and learning, assessment, equal opportunities and curriculum.
• Little focus on political, social cultural and economical frames and their implications for the practical work.
• Surprisingly little focus on children.
• Inquiries aiming at the family’s social background, economical situation and its implications for the work in preschool institutions are rather rare.
• The caring dimension of the pedagogical work is only examined in a few studies (few studies of the youngest children).
NORDIC BASE OF EARLY CHILDHOOD EDUCATION AND CARE (ECEC-NB)
ECEC-NB gathers new, quality-assured Scandinavian research on 0-6 year-old children in early childhood education and care.
This database is for all who are interested in pedagogy and in the development of the daycare area, such as teachers, students, researchers, educational managers, consultants or politicians, who want to stay informed or who need qualified input in connection with their work or studies.
The database will be updated annually at the beginning of the year.