Anette Hellman Department of Education , communication and Learning University of Gothenburg

1. Anette Hellman • DepartmentofEducation, communication and Learning • University of Gothenburg Encounters for learning Edu-Care in Swedish Education Associate Professor Anette Hellman University of Gothenburg anette.hellman@ped.gu.se International conference of educational sciences 2-3 November, Bandung, Indonesia

2. There is currently widespread international concern with delivering high-quality early childhood education and care to young children. • Crucial to this effort is an appropriate way of defining and monitoring quality. • The model of EDU-CARE • Fruitful learning spaces; learning encounters between children, children and adults, boys and girls… • Early childhood education, primary & secondary school • Some challenges; New liberal discoursers in Education • Care as a blurred concept and un-reflected practice • Reflective educational care (Hellman, 2016).

4. ORGANISATIONSNAMN (ÄNDRA SIDHUVUD VIA FLIKEN INFOGA-SIDHUVUD/SIDFOT)

6. What is preschool? • The preschool should lay the foundations for the first part of children's learning which will continue for the rest of their lives. • Children should be provided with good pedagogical activities. The preschool should be enjoyable, secure, and rich in providing learning opportunities for all children attending. Children should have the opportunity of learning through playing, creating and exploring – on their own, in groups and together with adults. • The preschool is a separate school form and its activities are regarded as education and teaching. Teaching takes place under the supervision of preschool teachers, but there may also be other staff to promote the child's development and learning.

7. The staff in the preschool plans pedagogical activities enabling children to create, learn and explore. This takes place, for instance, through playing, cooperating with others, painting, building and singing. Creating security for both children and parents is an important task of the preschool.

8. Fundamental values: Democracy, Equality, Solidarity, childrensinfluence • Democracy forms the foundation of the preschool. The Education Act (2010:800) stipulates that education in the preschool aims at children acquiring and developing knowledge and values. It should promote all children’s development and learning, and a lifelong desire to learn. An important task of the preschool is to impart and establish respect for human rights and the fundamental democratic values on which Swedish society is based. Each and every person working in the preschool should promote respect for the intrinsic value of each person as well as respect for our shared environment. • The inviolability of human life, individual freedom and integrity, the equal value of all people, equality between the genders, as well as solidarity with the weak and vulnerable are all values that the preschool should actively promote in its work with children.

9. EDU- CAREIdeal model of learning in ECE as well as at other stages in the Swedish educational system

10. EDU CARE • Not a new concept. The United States (Caldwell, 1991), in the United Kingdom (Calder, 1990; David, 1990; Moss, 1992) in New Zealand (Smith, 1987; Smith & Swain, 1988; Smith, 1988) and in the Nordic countries (Pramling- Samuelsson, 2003; Johansson, 2002). • It challenges the view that education and care are separable components of education environments. • Care, physical caregiving, watching over and affection, has been thought to be quite different from • Education, which involves planned educational activities designed to enhance children's learning.

11. EDUCATION • EDU- CARE • CARE EDUCATION CARE

12. Some examples from ECE • University trained Preschool teachers work all day leading activities in the ECE setting (in team with nursery teachers) • Children learn in play as well as in situations traditionally labelled as ’caring’, not only in situations labelled as ‘education’

13. ORGANISATIONSNAMN (ÄNDRA SIDHUVUD VIA FLIKEN INFOGA-SIDHUVUD/SIDFOT) Care as ends and means for children's and students learning in Education

14. Some theoretical notes on care as a set of values that defines genuine education. Noddings(2005; 1988) a caring relationship: both the cared-for and the carer contribute. To care means to respond to needs. The ethic of caring can create a more effective learning environment, this caring-centered approach to learning allows for active participation and empowerment of all members of the preschool community. This is what Noddings refers to as genuine education: “... we believe that students should be given opportunity to learn how to care for themselves, for other human beings, for the natural and human-made worlds and for the world of ideas. This learning to care requires significant knowledge; it defines genuine education.” Fielding and Moss (2011) a vision for a more socially just, caring, and relational form of education to draw attention to the increasing androcentrism of Western educational influences alongside a downgrading of caring educational practices. Care at the centre of education, both as a way of describing teaching and way of conceptualising a key set of values that could be taught.

16. Pedagogical encounters in preschool created by the teachers (Johansson, 2003). • atmosphere, learning spaces • teacher’s view of the child • view of learning. • Interactive Proximity to the child’s life-world is often accompanied by a view of the child as a fellow-being and confidence in the child’s capacity to learn. Care, Intersubjectivity, reflection, knowledge • Unstable, the view of the child is characterised by a perspective from above and a view of learning based on maturity and the child’s (in)competence. • Controlling, a view of the child as irrational together with a view of learning based on conditioning.

18. New liberal discoursers on individuality, performance and competence have become evident in pedagogy policy and practice (Ball, 2008) • EDU – CARE: A holistic model of education and care • Shift towards a more performative culture • The concept of education tends to be related to traditional school subjects – such as learning of language or mathematic, also in ECE.

19. Why is a vague and unreflectedconceptofcareproblematic? • No reflection on norms abouteducation, care and gender – normalisationwill pass invisible, withoutteachersrecognition and awarness. • Haldén (2015) are concerned about the way a one sided focus on education/learning and on the individual and competent child, may make children’s need of care in the preschool setting invisible. • Noddings (2005) argues that education should be focused on themes of care rather than traditional subject disciplines. • AND FURTHER MORE…..

20. Norms about Care, gender Researchers have problematized the way un-reflected practices of care might become gender blind at the same time as stereotype norms about gender operates in educational environments. • Discoursers about care and children’s needs: Children’s needs is often unreflectively understood as boys having particular needs as boys and girls having specific other needs as girls (Adriany, 2015: Hellman, 2010). • Male teachers entering ECE : The ideal professional position as a preschool teacher is viewed as gender-neutral at the same time as practices of care becomes linked to idealized femininity, naturalized for women and hereby made ambivalent for men to perform.

21. Care; an un-reflected and marginalized concept? Care has become blurred and marginalized in relation to learning in educational settings and policy documents (Haldén, 2015). We need to analyze care as a reflective practice and learn more about how theories of care could be implemented (Noddings, 2005 Warin, 2014). REFLECTIONCHANGE OF PERSPECTIVESKNOWLEDGEACTION The concept I suggest for this discussion is reflective educational care (Hellman, 2016).

22. Conclusions Care important for quality in Education Holistic view – EDU- CARE Pedagogic encounters for learning – care, intersubjectivity, reflection, knowledge on children and learning Challenges – Care as a blurred and marginalised concept in education REFLECTION, KNOWLEDGE, ACTION

23. TerimaKasih!! Thankyou!

24. References • V. Adriany, Gender in pre-school and child-centred ideologies. In S. Brownhill, I. Wernersson, & J. Warin (Eds.), Men, masculinities and teaching. (London, Routhledge, 2015) • S.J. Ball, The education debate: policy and politics in the 21st Century. (Bristol, Policy Press 8, 2008) • M. Fielding, P. Moss, Radical education and the common school. (London, Routledge, 2011) • G. Halldén, Bilden av barnet, I. Engdahl &E. Ärlemalm – HagsérAtt bli förskollärare, Stockholm, Liber, 2015) • A. Hellman, Teaching reflective care in Japanese early childhood settings. Early Child Development and Care. DOI: 10.1080/03004430.2015.1124869 (2016) • A. Hellman, Kan Batman vara rosa? Förhandlingar om pojkighet och normalitet på en förskola. (Göteborg, Acta UniversitatisGothoburgensis, 2010) • T. Johansson, S. Lindgren, & A. Hellman, Nya uppväxtvillkor. (Stockholm, Liber, 2013) • N. Noddings The Challenge to Care in Schools: An Alternative Approach to Education (2nd ed.). (New York, Teachers College Press, 2005) • N. Noddings, An Ethic of Caring and its Implications for Instructional, Arrangements, American Journal of Education, 96, 2 (1988) • I. Pramling Samuelsson, P. Williams, S. Sheridan, A. Hellman. Swedish preschool teachers’ ideas of the ideal preschool group. Journal of Early Childhood Research,1,17. doi: 10.1177/1476718X14559233 (2015) • Skolverket. Läroplan för förskolan, Lpfö 98 (Rev. uppl.). Stockholm: Skolverket. (2011) • Warin, J (2014) The status of care: linking gender and ‘educare’, Journal of Gender Studies, 23:1, 93-106, DOI: 10.1080/09589236.2012.754346 • J. Warin, Pioneers, professionals, playmates, protectors, ‘poofs’ and ‘paedos’: Swedish male pre-school teachers’ construction of their identities. In S. Brownhill, I. Wernersson, & J. Warin (Eds.), Men, masculinities and teaching. (London, Routhledge, 2015) • S.M. Whitehead, Men and masculinities: Key themes and new directions. (Malden, MA, Polity, 2002)