Swedish Preschool Curriculum

Fact Sheet

• EDUCARE introduced in Sweden in the 1980's
• Play is paramount, learning is almost entirely play-based
• The outdoor environment is the considered an important teacher
• Preschool is affordable and inclussive

Key Beliefs

The Swedish Preschool Curriculum has a comprehensive view of children.
Its core values include: challenge, discovery and outdoor adventure (Early years education: Sweden, 2008)

These values emphasize playing together, self-confidence, process skills, verbal and nonverbal presentation skills, being independent as well as respecting others
(Özar, 2012)

Children spend most of their day outdoors, even during nap time!

Observations

In this curriculum model observations are done through:
- Close listening
- Narrative observations
- Running record observations
Educators use their observations to plan activities based on the children’s interests and needs.

Planning

The curriculum is planned in reference to the municipal school plan and the local work plan.

Evaluations of plans, curriculum and school goals are ongoing through dialogues between staff and parents
(Olsson & Asen, 2015).

Parents are invited to contribute to activities and are included in the process of planning the curriculum.
Day-to-Day planning promotes a holistic approach to learning.
Educators consider childrens' needs and interests as well as the parents input to come up with daily, weekly, and monthly activities.

All families are welcome! Preschools are heavily subsidized.

Implementation of curriculum

Teachers thoughtfully set up tables and areas in the classroom that promote different learning
.
Teachers observe each child to see when their learning or interests change.
Teachers follow childrens' interests and development, supporting the child's natural curiosity and desire to learn.

There are no set times for learning experiences, as things change on a daily basis. The curriculum is child led and they learn at their own pace.
There are no learning requirements and no pressure of task-oriented lessons. Children are free to flourish into the people they are supposed to be.

Majority of the learning occurs outdoors

Documentation

Swedish preschool teachers are responsible for making sure each child’s learning and development are regularly documented and analyzed.
The preschool as a whole is analyzed, and the results of the documentation are used to develop the quality of the preschool and the opportunities for learning and development (Skolverket, 2010).

Observations, note taking, development plans and files used to show parents how the children learn
(Olsson & Asen, 2015).

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Early childhood development sets the foundation for life long learning, behaviour and health.

Educators maintain open communication with parents. Observations and documentation are used to ensure that difficulties are addressed and their learning is appropriately supported.

Partnerships with families and communities strengthen the ability of early childhood settings to meet the needs of young children.

Preschool development in Sweden has been strongly linked to the construction of the general welfare of their society. It is widely believed that preschool should lay the foundation for lifelong learning and should be enjoyable, secure and rich in learning for all children (Engdahl, 2004).

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Respect for diversity, equity and inclusion are prerequisites for honouring children’s rights, optimal
development, and learning.

The Swedish Education Act states that all children are to have equal access to education, regardless of gender, where they live or social or economic factors (Özar, 2012). This means that childcare is accessible to everyone in Sweden.

A planned curriculum supports early learning.

This model plans their curriculum through observation and works to ensure that each child is gaining as much as possible from the space, materials and activities provided.

Play is a means to early learning that
capitalizes on children’s natural curiosity and exuberance.

Play-based learning is one of the core values in this curriculum model.
Play is paramount!
It is important to learning and development.

Knowledgeable, responsive early childhood professionals are essential.

The standard of education requirements for teachers is high. They are trained on management and planning during their initial education.
Educators maintain open communication with colleagues, parents and children.

References

• Olsson, L., & Asen, G. (2015). Preschool in Transition. Stokholm: Skolverket. Retrieved from http://www.skolverket.se/om-skolverket/publikationer/visa-enskild-publikati...
• Özar, M. (2012). Curriculum of Preschool Education: Swedish Approach. International Journal of Business and Social Science, 3(22). Retrieved from http://ijbssnet.com/journals/Vol_3_No_22_Special_Issue_November_2012/22.pdf
• Teachers TV. (2008). Early years education: Sweden versus the UK [YouTube]. Retrieved from https://www.youtube.com/watch?v=ecinNaR32Qs

Image References

• http://tinytrees.org/2015/08/21/fionas-story-her-childhood-at-an-outdoor-pr...
• https://sweden.se/culture-traditions/national-day/
• http://igniteup.co.uk/scandanavian-early-years-pedagogy-skogsmulle/
• https://cld314f14pg021.blog.ryerson.ca/2014/11/03/make-the-change-through-p...
• http://comenius-partners.net/category/news/sweden/