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dc.contributor.authorAndersen, Camilla Eline
dc.contributor.authorSand, Sigrun
dc.date.accessioned2012-04-10T12:54:19Z
dc.date.available2012-04-10T12:54:19Z
dc.date.issued2011
dc.identifier.issn2045-9351
dc.identifier.urihttp://hdl.handle.net/11250/134390
dc.description.abstractIn this article we present a selection of results from a survey conducted in kindergartens in Norway in 7 rural counties. Our main purpose is to discuss what conditions for learning and participation for children from linguistic and cultural minorities, based on the reported answers from the respondents, which seems to exist in rural kindergartens. The respondents are 525 pedagogical leaders and 288 head teachers. These were asked about various topics and pedagogical practices related to how they worked with children and families from linguistic and cultural minorities in their institutions. Our findings show that most of the kindergartens in the survey to a low degree meet the cultural and linguistic diversity in a satisfactory way in line with the National framework plan. Further, the results show that very few of the professionals in these kindergartens hold formal qualifications regarding linguistic, cultural and religious diversity. We end the article with some reflections around the responsibilities politicians and institutions providing preschool teacher education might have in these matters.no_NO
dc.language.isoengno_NO
dc.relation.urihttp://www.strath.ac.uk/media/faculties/hass/education/JTETW_Issue2.pdf#page=28
dc.subjectflerkulturellno_NO
dc.subjectbarnehageno_NO
dc.subjectminoritetsspråklige barnno_NO
dc.titleThe Multicultural Kindergarten in rural areas in Norway - a good place for learning and participation for all children?no_NO
dc.typeJournal articleno_NO
dc.typePeer reviewedno_NO
dc.subject.nsiVDP::Social science: 200::Education: 280no_NO
dc.source.pagenumber28-40no_NO
dc.source.volume2
dc.source.journalJournal of Teacher Education and Teachers' Work
dc.source.issue1


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