ASSIST Structured in-service training for pre-school assistants and pre-school teachers

1. ASSISTStructured in-service training for pre-school assistants and pre-school teachers - Department of Education and Psychology

2. People are placed at the center. Offer high quality education. Adequately large for a broad range of course offerings. and at the same time… Suitably small to give our students personal care.

3. 13 500 students • 40 degree programmes • 925 elective courses

4. Undergraduate students registered in campus and distance education courses(numbers calculated to full-time studies)

5. Educational Programme for Pre-school Teachers(Main structure)

6. Study Programme in Education, Pre-school, as total 210 credits General Educational Field, 90 credits Courses: • Processes of Learning— an Aesthetic perspective, 15 credits • Perspectives on the Teaching Role, 15 credits • Leadership and Learning, 15 credits • Values in a Democratic Society, 15 credits • Curriculum Studies: Epistemology and Research Methods, 30 credits

7. Field of studies: Multicultural learning in Early Years Programme, 90 credits Courses: • Cultural encounters I: Children's Play, Learning and Development, 15 credits, including practice placement • Basic psychological processes, 7.5 credits • Developmental-, personality and social perspectives, 7.5 credits • Communicative Development and Language Acquisition, 7.5 credits • Curriculum Studies: Drama- Culture – Communication, 7.5 credits

8. Field of studies: Multicultural learning in Early Years Programme, 90 credits • Developmental Psychology, 7.5 credits • Cultural encounters II: Children's Play, Learning and Development, 7.5 credits • Curriculum Studies: Early Childhood Literacy, 7.5 credits • Curriculum Studies: Mathematics in Early Years, 7.5 credits • Cultural encounters III:, Children's Expression and Thematic Work, 15 credits

9. Graph 1: Number of children enrolled in pre-schools, family day-care homes and leisuretime centres 31 December 1975–1997 and 15 October 1998–2005 Source: Swedish National Agency for Education report no. 283, p 18

10. Table 7: Number of employees in pre-school and leisure time centres,converted to annual employees, distributed by education, 15 October 2005 Source: Swedish National Agency for Education report no. 283, p 26

11. ABOUT THE CURRICULUM FOR THE PRE-SCHOOL IN SWEDEN(National Agency of Education) - This is the first curriculum for the pre-school - Since January 1st 1998, the National Agency for Education has acted as the supervisory authority for the pre-school as well as for other pre-school activities and school-age child care. - The curriculum is based on a division of responsibility where the state determine the overall goals and guidelines for the pre-school and where the municipalities take responsibility for implementation. - In its structure the curriculum of the pre-school is consistent with the other two curricula for the school system. - The aim is that the three curricula should link into each other and take a common view of knowledge, development and learning.

12. NATIONAL CURRICULUM FOR THE PRE-SCHOOL IN SWEDEN Contents 1. Fundamental values and tasks of the pre-school 2. Goals and guidelines 2.1 Norms and values 2.2 Development and learning 2.3 Influence of the child 2.4 Pre-school and home 2.5 Co-operation between the pre-school class, the school and the leisure-time centre

13. Challenges Sweden are facing today • Future staffing needs • Quality assurance at pre-schools • Expenditure on childcare

14. Our expectations on the ASSIST-project • To improve our knowledge concerning In-service learning • Results from the ASSIST-project might contribute to the research field of Action Learning within pre-schools in an European perspective • Mutual learning with partner organizations within the ASSIST-project

15. Table 1: Day-care centres/pre-schools, family day-care homes and leisure time centres. The proportion of enrolled children as a percentage of the population in respective age groups 31 December 1975–1995 and 15 October 2000–2005 Source: Swedish National Agency for Education report no. 283, p 18

16. Table 2: Number of enrolled children according to age and as proportion (%) of population in respective age groups 15 October 2000–2005 Source: Swedish National Agency for Education report no. 283, p 19

17. Table 3: Number of children in subcontracted or privately runpre-school, family day-care homes and leisure time centreson 31 December 1995 and 15 October 2000–2005 Source: Swedish National Agency for Education report no. 283, p 22

18. Table 4: Proportion (%) of children aged 1–5, 6–9 and 10–12 enrolled in pre-school, leisure time centres and family day-care homes of the total number of children in the respective age groups according to category of municipality 15 October 2005 Source: Swedish National Agency for Education report no. 283, p 24

19. Table 5: Number of sections in preschool by number of children in the section 2005 Source: Swedish National Agency for Education report no. 283, p 24

20. Table 6: Number of annual employees in pre-school, leisure time centres and open preschool and the number of childminders on 31 December 1990, 1995 and 15 October 2000–2005 Source: Swedish National Agency for Education report no. 283, p 26

21. Diagram 1: Types of childcare and schools for which the National Agency for Education is responsible – number ofchildren/pupils and principalorganisers, 15 October 2005 Source: Swedish National Agency for Education report no. 283