ABSTRACT
Over the past decades, dynamic changes related to preschools and society have occurred in Sweden and also within early childhood education and care in Europe (Oberhuemer, 2012). This chapter shares insights on how these dynamic changes have influenced preschool teachers, teacher education and families within Swedish early childhood education. A specific focus is on Swedish parents who are generally satisfied with preschool and believe it provides good opportunities for all children. The chapter begins with describing the ecological systems model in relation to Swedish preschools, before discussing different systems of the model. The chapter concludes with considerations for the future for teachers and teacher education, given the current changes within Swedish society.
