Integrated ECEC in Sweden

1. Integrated ECEC in Sweden OECD Network on ECEC Paris 7/8th December 2009 Christer Tofténius

2. Current system • Preschool for 1-3 y.o. 74%, 4-5 y.o. 93% • Family day care 1-3 y.o. 4%, 4-5 y.o. 4% • Target-oriented and result-oriented system • Financed from public funds • Two aims – to support children's development, learning and wellbeing and for parents to combine parenthood with employment • Educare - combination of education and care, day care with preschool pedagogic

3. Brief history • Child crèches for the underprivileged and kindergarten for affluent • 1930s – Child nurseries safe and good care • 1950s – Expansion of play schools • 1960s – Need for labor force, women's liberation - need for public childcare • 1970s – Commissions and planned expansion • 1980s – Pedagogical role and expansion • 1990s – The first level of the education system • 2000s – Quality and preschool for everyone

4. Governing and responsibility Education Act - high degree of local responsibility • Obligation of local authorities to provide • Specified quality requirements • well-trained or experienced staff • appropriate premises • suitable mix and appropriate size in children's groups • Curriculum - children as active, competent and curious for knowledge. Pedagogues who follow and promote the child's own learning

5. Governing and responsibility cont. • Offer pre-schooling, within 3-4 months after application, for children • whose parents work or study • with special needs • of unemployed parents or on parental leave 15 hours/week • 4-5 years of age, 525 hours/year – 3 hours/day during the school terms (universal pre-school)

6. Forms that are to be provided • Pre-school, 1-5 year olds • Family day care home, 1-12 year old • Open pre-school • Out of school centre (Leisure time c), 6-12 y. o. • Open leisure-time activities 10-12 year old Voluntary pre-school class for 6-year olds. Compulsory school begins at the age of 7 (9 years) Parental benefit system payable for totally 480 d.

7. Integrated system – why? • Strong political will and visions • Commission on Nursery Provision (1968-1972) • brought togetherthe roots of child crèches and kindergartens to the preschool • on the basis of values for the needs of • children • parents • society No care without education and no education without care

8. Advantages and disadvantages • Policy coordination between preschool and school • Increased emphasis on learning and development • Access for all children – no need for special programs for disadvantaged groups • Preschool teachers and child carers– who is caring and who is teaching and when? • High costs but high quality

9. Policy lessons learnt • National strategy and • earmarked state grants at the initial stage • municipal subsidies • political stable situation • support from research - beneficial for society, family, social inclusion, child's development and learning • Universal preschool, free of charge • Maximum fee, accessibility • Curriculum • Well educated/trained staff • EDUCARE-model, where care, nurturing and learning form a coherent whole

10. Future plans and foresights • Integrating ECEC legislation in the Educ. Act • Common goals for all education • Common regulation for independent owners and municipalities • Preschool as a distinct form of school • Preschool management – head teacher • Preschool teachers, qualified,ped. responsibility • Chapter for other pedagogical activities, separation from preschool

11. Future plans and foresights cont. • Universal preschool extended to 3 y. o. 2010 • Reinforce the pedagogical task • clarifying some goals of the Curriculum (literacy, numeracy) • increased evaluation and follow up • pedagogical responsibility for preschool teachers • Commission for a new preschool teacher education, proposals • pre-school concentration, own identity • shortage of pre-school teachers • duration 3 years, 180 ECTS