Lokale praktiseringer af den styrkede pædagogiske læreplan

Abstract

Artiklen undersøger praktiseringen af Den styrkede pædagogiske læreplan i to daginstitutioner. Indførelsen af læreplanen var bl.a. drevet af et politisk ønske om kvalitetssikring og harmonisering af pædagogikken i daginstitutioner gennem standardiserede, detaljerede mål. Gennem analyser af empiri fra to daginstitutioner vises det imidlertid, at læreplanen praktiseres meget forskelligt. Med Balls begreb om praktisering (enactment) viser vi, at praktiseringen af læreplanen bygger på lokale fortolkninger, der især formes af diskursive konstruktioner af børn og familiers behov. På den baggrund diskuterer vi læreplanens bidrag til institutionel produktion af ulighed. Abstract Local enactments of Danish ECE-curriculum This article examines how the Danish national curriculum for early childhood education (ECE) is enacted in two nurseries. The introduction of the curriculum was, a.o., driven by political aims of quality and harmonization of pedagogy in ECE through standardized educational goals. Research indicates that this increased governance leads to instrumentalization of pedagogy, shifts in pedagogical prioritizations, and limits pedagogues’ professional judgment and discretion. Through analyses of empirical material from two nurseries we show, however, that curriculum is practiced very differently. With Ball’s concept of enactment, we show that pedagogues’ enactments of the curriculum build on local interpretations that are shaped by discursive constructions of the needs of children and families. We discuss how this contributes to institutional production of inequity.

Keywords

• Den styrkede pædagogiske læreplan
• dagtilbud
• praktiseringer
• curriculum
• ECE
• enactments