Titlebook: Nordic Families, Children and Early Childhood Education; Susanne Garvis,Heidi Harju-Luukkainen,Pia Williams Book 2019 The Editor(s) (if ap

河潭

,Negotiating ‘ Real Families ’ in Swedish Preschools,ecognized as such by the teachers, but also in terms of a learning of gender equality and children’s rights within these families. Children with resources such as Swedish language and age might actively negotiate these norms.

scotoma

Instructional Practices in Early Swedish Immersion in Finland,ool teachers use in order to support the communication and language acquisition of 3–6-year-old children. Altogether, nine different teacher-led activities were video recorded in four different preschools in Finland.

Interdict

Children Under the Age of Three in Norwegian Childcare: Searching for Qualities,ch as staff-to-child ratio and group size, seem to affect the quality in toddler care. From a Nordic perspective, future joint research efforts could contribute to the exploration and development of qualities in Nordic kindergartens.

执

homeostasis

,Practicing Belonging in Kindergarten: Children’s Use of Places and Artifacts,rk in a multicultural kindergarten in Norway are the basis for this analysis of a migrant child’s use of the football and the football pitch. The analysis is conducted within a cultural-historical framework. The conclusion is that artifacts and places serve as tools for negotiating a social identity and practice belonging to a community.

鸟笼

Celiac-Plexus

Parental Involvement in ECEC in Finland and in Sweden,ng three areas are described: (1) ECEC context, (2) steering documents and parent/carer involvement in ECEC and (3) research and parent/carer partnership in ECEC. A discussion and reflection about parental involvement in ECEC from Finland and Sweden concludes the chapter.

CHASE

,Early Childhood Education (ECE) in the Nordic Countries: Universal Challenges to the Danish Model—Tand family. But as young children are active learners in and across their dual family/child care worlds, a relational systems model will be proposed depicting the young child’s most important ECE learning arenas. Finally, consequences for future ECE research will be drawn.

拾落穗

medieval

Nordic Families, Children and Early Childhood Education978-3-030-16866-7Series ISSN 2731-6467 Series E-ISSN 2731-6475