It is important for teachers to get a wide knowledge about diversity as we live in a more globalized world. This paper aims to contribute to this knowledge. The paper aims to describe the impact of a more globalized world and how this globalization has changed the early childhood education and care systems in China, Russia and Germany. The focus will be on how globalization has changed preschool and kindergarten, and the consequences there of. The consequences of the changed norms and values of these countries have been studied with the focus on preschool and early childhood education. Theoretical frameworks used as tools for analysis are children’s perspective, ecological systems theory, Esping-Andersen's theory of welfare regimes, “Regimes of the World” and Shulman’s theory of teachers’ knowledge base. We have gone through earlier research and assembled it through a literature study. As it turns out, the ideological change has indeed caused a tremendous change in preschool policies. Preschool children have been allowed more agency and influence in all three previously autocratic nations, including those who remain autocratic. There are norms and values pushedby the state, the families, and the professionals. These norms sometimes overlap, but not always. The norms and values sometimes differ in theory and practice, due to material conditions. Preschools are subject to both norms and values from outside change, as well as agents in their own right. Children can and do form their own norms and values in addition to what adults teach them.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:du-47103 |
| Date | January 2023 |
| Creators | Johansson, Alexander, Unosson, Jonny |
| Publisher | Högskolan Dalarna, Institutionen för lärarutbildning |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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