Chapter 4: The Social Game of Early Childhood Education: The Case of Norway

Several studies have revealed that childcare institutions, such as pre-schools and daycare centers, may be a good starting point for understanding a society, since early childhood education is closely related to nation-building, local culture, and social values (Baker, 2001; Hayden, 2000; Tobin, Wu, & Davidson, 1989; Wollons, 2000). In light of this perspective, I discuss the results of my research project on the social constructions of educational beliefs in Norway. One purpose of the study was to elucidate the ways in which the epistemology, or common knowledge and beliefs, within early childhood education is part of a continual negotiation about “Norwegianness.”