The history of education is, and can be, many things. In this article, I argue that the history of education in the Nordic countries is marked by three phases, based on its institutional setting. In the late nineteenth and early twentieth centuries, the history of education was written by schoolmen for schoolmen. In the post-war era, the…

This article argues for a reconceptualisation of early childhood education, where learning and development are not only valued by outcome, and aims to investigate how aesthetic processes are organised in ways for the children to be inspired, to compare, explore, and play. Inspired by a Vygotsky perspective and his theories of play, imagination,…

This UK focussed theoretical paper builds on Harper's (2017. "Outdoor Risky Play and Healthy Child Development in the Shadow of the "Risk Society": A Forest and Nature School Perspective." "Child & Youth Services" 38 (4): 318-334) work in Canadian Forest Schools and the role that Forest Schools play in education…

Transition to school is recurrently pointed out as key to children's immediate well-being at school start, as well as to their long-term educational endeavors. Aspirations towards continuity during transition is a common denominator across research, policy, and practice, in Denmark as well as internationally. This theoretical-conceptual paper…

A substantial body of research highlights the value of nature experience in supporting children's well-being and development. Given the growing interest in connectedness to nature (C2N), a better understanding of C2N measurement provides multiple opportunities, including consideration of the use of tools for research purposes and practitioner…

Within the research field quality in preschool, interactions between staff and children are widely recognised as the single most important factor. Hence, preschool teachers play an important role in underpinning children's well-being, learning and development. However, prior research into preschool teachers' educational level and other…

This paper reports on a study carried out by tutors and students on Early Childhood Studies degree courses at a University in England. The research explored perspectives of three to six-year-old children's outdoor play in Danish forest kindergartens with the aim of troubling and informing approaches to outdoor pedagogy. Inspired by Somerville and…

This report offers insight into a reflective and critical practitioner's role in carefully planning an environment that reflects young children's need for independence. Education as an agent of liberation is the key to the child obtaining that freedom and achieving independence. It is argued that liberation can only be achieved when an effective…

Drawing on cognitive science, child psychology, education and economics literature, this paper investigates the significance of early childhood development and highlights the value of investment in early childhood education (ECE). The young child requires adequate psycho-stimulation for the optimal development of the brain, which subsequently…

This paper presents and discusses the findings of a collaborative investigation into Nordic approaches to evaluation and assessment in early childhood education and care. The project explored values and principles that underpin and guide evaluation in ECEC systems and practices in five Nordic countries: Denmark, Finland, Iceland, Norway and…

This study compares teachers' perspectives on three assessment instruments for socioemotional development in early childhood, which differ in their emphasis on strengths and difficulties in this domain: the Caregiver-Teacher Report Form (C-TRF), the Strengths and Difficulties Questionnaire, Teacher version (SDQ-T), and the Social Emotional…

As early childhood education programming expands across the globe, there is an increased need to understand how features of these programs influence children's development. The composition of children's age within a classroom is one such feature, although it is much less studied than other features. Theoretical and empirical evidence suggests that…

The experience of children under age 3 with early childhood education and care (ECEC) is crucial for their learning, development and well-being and for parents' return to work. Despite increasing recognition of the importance of ECEC for the youngest children, little is known about this sector. The OECD Starting Strong Teaching and Learning…

This narrative review examines the history and future implications of Forest School, a pedagogical approach to early years outdoor education. Forest School is considered a philosophical perspective towards learning outdoors that values holistic development. There are numerous benefits to Forest School and the opportunities that it presents for…

Teachers and caregivers organize children's everyday life in early childhood settings to support children's well-being, learning and development. Teachers' organizational decisions (e.g. daily schedule, arrangement of furnishings, activities, behavioural expectations) are influenced by a set of ideas, norms and values which they may or may not be…