In Sweden, many parents now choose full-day preschool for their children when they start working after their period of parental leave, 41 % of the 1-year-olds and 78% of the 2-year-olds (2003). The educational programme follows the National Curriculum for the Pre-school from 1998, where tasks, goals and guidelines are jointly described for children 1-5 years old.
EDUCARE - a combination of education and caring states to pre-schools to organise a good playful environment meeting the interests and needs of the children and at the same time meeting the needs from the parents, taking good care of the children, and from the society, enabling parents to go to work.
With reference to the UN Convention on the Rights of the Child, you must recognise the child as a human being with her/his own rights. Children are no longer viewed as objects, to be taken care of by adults. Children are active and intentional subjects. Their construction of knowledge emanates from their own experiences. It involves the whole body and is at the same time both social and cultural. Learning is always taking place in a context, social, physical and psychological. A sense of exploration, curiosity and desire to learn should form the foundations for the educational activities. These should be based on the child’s experiences, interests, needs and views. The flow of the children’s thoughts and ideas should be used to create variety in learning.
Play in a curriculum directed pre-school must be related to the objects of learning and the content worked on, otherwise children might as well play at home. Just as development and learning are now seen as a joint, intertwined process, maybe early childhood education in the next decade will be built on an integration of play and learning.
Research points out, in addition to the structural framework, some important quality factors for working with infants and toddlers; how you look upon the children, how you look upon the concepts of knowledge and learning, the emotional climate and children’s involvement.
2005. 12- p.