Chapter 5: Interpretation and Implementation of the National Curriculum: Leadership of Learning in Norwegian Early Childhood Centers

Early childhood education and care (ECEC) are governed and organized in many different ways around the world. Some countries have a long tradition of public involvement in ECEC, whereas childcare is still considered mainly a family responsibility in other countries. Francesca (2009) argues that even though childcare is becoming an increasingly important political issue in many countries, it is reasonable to assume that the development of childcare services will follow different paths in the future (pp. 32–33). In addition to the degree of public involvement, the types of governance also differ, and governance plays an important role.

Neumann (2005) argues that “governance is a critical component of an early childhood system” because it is decisive for quality standards, cost effectiveness and the achievement of equity goals and can help ensure coherent policymaking. Although governments might have similar goals, they have adopted very different strategies for the governance of ECEC and for how they “allocate responsibility for decision making and delivery within and across administrative departments, levels of government, and public and private actors” (p. 130). Against this background Neuman argues that it is of great importance to investigate the roles of governments; stakeholders, “particularly teachers and parents,” and their roles in making key policy decisions (p. 129).