Professor Jóhanna Einarsdóttir argues that early childhood education must wake up to our new multicultural reality and focus on belonging to facilitate better inclusion. Currently children with a foreign background are more likely to experience exclusion and rejection in preschool and first year of primary school.
Is it time for tailor-made early childhood and compulsory education? Yes, argues Dutch researcher Barbara Piškur. Teachers will feel less stress, school children will be able to participate better and feel more at home at school. Does this sound too good to be true? Well, scientific results say otherwise.
For a few pupils, home-schooling during the pandemic has worked better than regular education. But for most, it was worse. This is clearly shown by completely new findings from a major Nordic research project funded by NordForsk.
Professor Eva Johansson and Docent Anna-Maija Puroila believe children’s feeling of belonging holds the key to understanding modern classrooms. The research project Politics of Belonging wants to gather knowledge on how to promote inclusion and strengthen the feeling of belonging in early childhood education.
The main objective of the four year project (January 2013 - December 2016) "Learning spaces for inclusion and social justice: Success stories from immigrant students and school communities in four Nordic countries" is to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just. In the project, students´ success is defined as social as well as academic success.
The research project deals with values education in five Nordic countries: Denmark, Finland, Iceland, Norway, and Sweden. The aim of the project is to deepen understanding of the institutionalized fostering of values in Nordic preschools at the theoretical, methodological, and empirical levels.
The network wich includes the Nordic countries Sweden, Iceland, Norway and Finland will provide interdisciplinary studies on the impact of school lunches on health and learning conditions among children in a Nordic setting.
This study is about Cognitive Foundation Skills (CFS) in the adult populations aged 16-65 in Denmark, Finland, Norway, and Sweden. CFS is here defined as literacy, numeracy and ICT (Information and Communications Technology) problem solving skills.
The project will approach educational inclusion from a holistic and an intersectional perspective highlighting ethnicity, social class, gender, and educational needs when comparing the three cities: Helsinki, Reykjavik and Amsterdam.