Working with a democratic curriculum: The swedish case study

Abstract

In this chapter we focus on what it means to act professionally in a particular early childhood education context in Sweden. We highlight the macro-level structure of early childhood policy and administration in Swedish society and explore the micro-level reality of one pre-school teacher working with 3- to 5-year-olds in a pre-school on the outskirts of a town in central Sweden. Using data from video observations of the teacher’s day and a follow-up interview, we offer insights into how the teacher thinks and acts in professional ways. The study shows that for this Swedish teacher, to act professionally in pre-school meant to interact and actively communicate with children, staff members and parents. These interactions made visible the ethical approach of the teacher, as well as a focus on the curriculum content areas of reading and mathematical skills. The study also throws light on some discrepancies between the thoughts and the actions of the pre-school teacher.