- 1098270.pdf (63k)
Tidsskrift for Nordisk Barnehageforskning;6(27)
Høgskolen i Oslo og Akershus
There is a concern that children’s ri ght to play is restricted as a resu lt of the governments’ narrow focus on school preparatory activities and learning. Play and learning are rights embodied in the United Nations con- vention on the rights of the child. This article discusses how play and learning are organized in the everyday life of a Norwegian toddler group. Critical voi ces claim that there is not enough stru cture and that there should be more teaching and mapping to facilitate earl y intervention in Norwegian kindergar tens. The article suggests that the critics’ claim can be countered by as king if there are too few teachers with adequate education and too large groups of children.
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