ABSTRACT
Competing concepts of quality have caused deep and long-lasting controversies over core elements in Norwegian early childhood education and care (ECEC). In this chapter, we aim to analyse the background for and the contents of the controversies as the dispute may have an impact on prospective policies. We also aim to identify possible common ground in the argumentation from the contenders. This chapter, first, examines the research questions related to the content of the dispute: What is its historical background? Who are the main contenders in the controversy and what are their basic arguments? Can novel empirical research on Norwegian ECEC cast new light on the dispute? Second, we look closer into the arguments and the positions by addressing the final research question: To what extent do the arguments on the two sides appear to be mutually exclusive? We conclude in an optimistic manner: Perhaps it is, in fact, possible for prospective Norwegian child policies to combine aims and insights from the best of both worlds – child-centrism and social investment – in a united model.
