ABSTRACT
Norwegian early childhood education represents a joined model for children aged 0–6 and since 2006 is subordinate to the Ministry of Education and Research. The kindergartens’ work is designated by two main documents: the Kindergarten Act and the Framework Plan for Kindergarten Content and Tasks. Democratic roots and the holistic pedagogical approach to play and learning make the kindergartens throughout the country relatively similar to one another. However, their focus on local, situated and culture-sensitive practices can differ them strongly. These traditions and practices can be easily misunderstood by international parents, who compare the Norwegian early childhood education to other traditions; as well as by policy makers. However, the (international) parents, through daily contact with the kindergartens as well as children’s stories about them, develop new understandings of the holistic pedagogy and the way the kindergartens are organized.
