curriculum for the swedish preschool revised 2010 2014-01-27
TRANSCRIPT
CURRICULUM FOR THE SWEDISH PRESCHOOL
REVISED 2010
2014-01-27
FUNDAMENTAL VALUES
THE FOUNDATIONS OF THE CURRICULUM FOR THE SWEDISH PRESCHOOL ARE:
- FUNDAMENTAL DEMOCRATIC VALUES
- INVIOLABILITY OF HUMAN LIFE
- INDIVIDUAL FREEDOM AND INTEGRITY
- EQUAL VALUE OF ALL PEOPLE
- GENDER EQUALITY
- SOLIDARITY WITH THE WEAK AND VULNERABLE
ETHICAL ATTITUDES
ADULTS’ ATTITUDES INFLUENCE THE CHILD’ S UNDERSTANDING AND RESPECT FOR CIVIC RIGHTS AND OBLIGATIONS IN A DEMOCRATIC SOCIETY
FOR THIS REASON ADULTS ARE LOOKED UPON AS ROLE MODELS FOR THE CHILDREN
UNDERSTANDING AND COMPASSION FOR OTHERS
THE PRESCHOOL SHOULD:
DEVELOP CHILDREN’S ABILITY TO TAKESOCIAL RESPONSIBILITY
IMPRINT A SENSE OF TOLERANCE AND SOLIDARITY
STRENGTHEN COMPASSION AND EMPATHY FOR THE SITUATION OF OTHERS
DEVELOP OPENNESS AND RESPECT FOR PEOPLE’ S VIEWS WAYS OF LIFE AND CULTURAL DIVERSITY
OBJECTIVITY AND COMPREHENSIVENESS
CHILDREN SHOULD BE GIVEN THE OPPORTUNITY OF FORMING OWN OPINIONS AND MAKING OWN CHOICES
PARENTS SHOULD FEEL FULLY CONFIDENT AND RELY ON THE COGNIZANCE THAT THEIR CHILDREN WILL NOT BE PREJUDICED IN FAVOUR OF ANY PARTICULAR VIEW
PRESCHOOL STAFF SHOULD DISSOCIATE THEMSELVES FROM ANYTHING THAT CONFLICTS WITH THESE VIEWS
OBJECTIVITY AND COMPREHENSIVENESS
ACCOUNT SHOULD BE TAKEN OF THE VARYING CONDITIONS AND NEEDS OFCHILDREN
PRESCHOOL ORGANIZATION MUST THEREFORE COMPLY WITH THE SPECIFIC NEEDS OF EVERY CHILD WITH A MAJOR CONCERN FOR CHILDREN WELL-BEING SECURITY DEVELOPMENT AND LEARNING
TASKS OF THE PRESCHOOL
LAY THE FOUNDATION FOR LIFELONGLEARNING
PROVIDE CARE SOCIALISATION AND LEARNING AS A COHERENT WHOLE
SUPPORT FAMILIES IN THEIR PARENTAL ROLE
OFFER PEDAGOGICAL ACTIVITIES ADAPTED TO THE NEEDS OF THE CHILDREN
TAKE ACCOUNT OF THE FACT THAT CHILDREN HAVE DIFFERENT LIVINGENVIRONMENTS
TASKS OF THE PRESCHOOL
PROVIDE ENVIRONMENTS THAT ENCOURAGE CREATIVITY AND ALLOW CHILDREN TO EXPLOIT THE SURROUNDING WORLD
PASS ON CULTURAL HERITAGE
ASCERTAIN THAT CHILDREN ARE GIVEN THE OPPORTUNITY TO OBSERVE REFLECT AND DRAW OWN CONCLUSIONS
DEVELOP CHILDREN’S ABILITY TO COMMUNICATE AND PROVIDE A STABLE FOUNDATION FOR THE ACQUISITION OF COGNITIVE KNOWLEDGE
TASKS OF THE PRESCHOOL
PROMOTE A CONSCIOUS USE OF PLAY TO FACILITATE LEARNING
PROMOTE LEARNING AND UNDERTAKE ACTIVE DISCUSSIONS ON THE CONTENTS OF WHAT CONSTITUTES LEARNING AND KNOWLEDGE
PROMOTE INTERACTION AMONGST CHILDREN AND BETWEEN CHILDREN AND ADULTS
SUPPORT DIFFERENT LEARNING PERSPECTIVES
TASKS OF THE PRESCHOOL
PUT EMPHASIS ON LANGUAGE DEVELOPMENT
ENCOURAGE CHILDREN’S CURIOSITY AND INTEREST IN THE WRITTEN LANGUAGE
HELP ENSURE THAT CHILDREN WITH A MOTHER TONGUE OTHER THAN SWEDISH RECEIVE THE OPPORTUNITY TO DEVELOP BOTH THEIR SWEDISH LANGUAGE AND THEIR MOTHER TONGUE
PROMOTE DIFFERENT MEANS OF EXPRESSION
TASKS OF THE PRESCHOOL
PRESCHOOL SHOULD PROMOTE THE DEVELOPMENT AND LEARNING OF THE CHILD BY MEANS OFDIFFERENT FORMS OF EXPRESSION
VISUAL ARTS SONG AND MUSIC DRAMA RHYTHM DANCE AND MOVEMENT SHOULD BE ENCOURAGED
THE USE OF VARIOUS MATERIALS AND TECHNOLOGIES MULTIMEDIA AND INFORMATION THECHNOLOGIES SHOULD FACILITATE THE DEVELOPMENT OF CREATIVE PROCESSES
JOYOF
PLAYING
TASKS OF THE PRESCHOOL
PUT EMPHASIS ON ISSUES CONCERNING THE ENVIRONMENT AND NATURE CONSERVATION
CONTRIBUTE TO CHILDREN’S ACQUISITION OF CARING ATTITUDES TOWARDS NATURE AND THE ENVIRONMENT
PROVIDE A SCOPE FOR TIME SPENT INDOORS AND OUTDOORS BOTH IN PLANNED AND NATURAL ENVIRONMENTS
PROVIDE A WELL-BALANCED DAILY RHYTHM BETWEEN CARE REST AND OTHER ACTIVITIES
GOALS AND GUIDELINESTHE GOALS SPECIFY THE ORIENTATION OF THE WORK AND LAY THE BASIS FOR QUALITY DEVELOPMENT. THE GOALS SPECIFIED IN THE CURRICULUM ARE GOALS TO STRIVE FOR
THE GUIDELINES SPECIFY THE RESPONSIBILITY OF THE PRESCHOOL TEACHER AS MEANS OF ENSURING THAT WORK IS CARRIED OUT IN ACCORDANCE WITH THE GOALS OF THE CURRICULUMTHE GUIDELINES ALSO SPECIFY THE RESPONSIBILITY THAT EACH AND EVERYONE IN THE WORK TEAM IS EXPECTED TO ASSUME
NORMS AND VALUES
PRESCHOOL ACTIVITIES SHOULD STRIVE TO ENSURE THAT EACH CHILD DEVELOPS:
- FUNDAMENTAL DEMOCRATIC VALUES
- THE ABILITY TO DISCOVER / REFLECT ON ETHICAL AND FUNDAMENTAL QUESTIONS IN EVERYDAY LIFE
- AN UNDERSTANDING OF THE EQUAL VALUE OF ALL PEOPLE
- RESPECT FOR ALL FORMS OF LIFE AND CARE FOR THE IMMEDIATE ENVIRONMENT
DEVELOPMENT AND LEARNING
THE PRESCHOOL SHOULD CONTRIBUTE TO CHILDREN DEVELOPING AN UNDERSTANDING OF THEMSELVES AND THEIR SURROUNDING WORLD
A SENSE OF EXPLORATION CURIOSITY AND DESIRE TO LEARN SHOULD FORM THE FOUNDATIONS OF THE PRESCHOOL ACTIVITIES
THESE SHOULD BE BASED ON THE CHILD’ S EXPERIENCES INTERESTS NEEDS AND VIEWS IN ORDER TO PROMOTE CREATIVITY AND VARIETY IN LEARNING
INFLUENCE OF THE CHILD
CHILDREN’S SOCIAL DEVELOPMENT PRESUPPOSES THAT IN RELATION TO THEIR CAPACITY THEY ARE ABLE TO TAKE RESPONSIBILITY FOR THEIR OWN ACTIONS AND FOR THE ENVIRONMENT IN THE PRESCHOOL
THE CHILD SHOULD BE ABLE TO DEVELOP THE ABILITY TO EXPRESS OWN THOUGHTS AND VIEWS AND TO UNDERSTAND AND ACT IN ACCORDANCE WITH DEMOCRATIC PRINCIPLES
PRESCHOOL AND HOME
THE PRESCHOOL SHOULD SUPPLEMENT THE HOME BY CREATING THE BEST POSSIBLE PRECONDITIONS FOR ENSURING A RICH AND VARIED CHILD DEVELOPMENT
PARENTS SHOULD HAVE THE OPPORTUNITY TO BE INVOLVED AND INFLUENCE THE ACTIVITIES OF THE PRESCHOOL
THE PRESCHOOL IS ALSO RESPONSIBLE FOR INVOLVING THE GUARDIANS IN THE PROCESS OF ASSESSMENT OF THE ACTIVITIES CONDUCTED INSIDE THE ORGANISATION
COOPERATION WITH PRESCHOOL CLASS / SCHOOL / LEISURE TIME CENTRE
TO FACILITATE THE TRANSITION TO SCHOOL AND SUPPORT A CONTINUOUS DEVELOPMENT IN THE LIFELONG LEARNING PROCESS OF THE CHILD THE WORK TEAMS FROM PRESCHOOL ARE EXPECTED TO ESTABLISH COOPERATION WITH THE WORK TEAMS OF THE RECEIVING SCHOOL
SPECIAL ATTENTION SHOULD BE GIVEN TO CHILDREN IN NEED OF SPECIAL SUPPORT
FOLLOW-UP EVALUATION AND DEVELOPMENT
THE QUALITY OF THE PRESCHOOL SHALL REGULARLY AND SYSTEMATICALLY BE DOCUMENTED FOLLOWED UP EVALUATED AND DEVELOPED THE AIM BEING TO OBTAIN KNOWLEDGE OF HOW ORGANISATION CONTENT AND ACTIONS CAN BE IMPROVED
AN ANALYSIS OF WORK PROCESSES AND RESUTS SHOULD INDICATE THE AREAS THAT ARE CRITICAL FOR DEVELOPMENT
ALL FORMS OF EVALUATION SHOULD INVOLVE THE PARENTS AND HAVE A CHILD CENTRED APPROACH
RESPONSIBILITY OF THE HEAD OF THE PRESCHOOL
- PLANNING FOLLOW UP AND EVALUATION TOGETHER WITH STAFF AND PARENTS- STRUCTURING THE LEARNING ENVIRONMENT OF THE PRESCHOOL AND DEVELOPING DIDACTIC METHODS- ORGANISING SPECIAL SUPPORT - ESTABLISHING PREVENTION PROGRAMMES TO COUNTERACT ALL FORMS OF DISCRIMINATION- DEVELOPING COOPERATION WITH OTHER LEVELS OF SCHOOLING- ENSURING CONTINUOUS PROFESSIONAL DEVELOPMENT OF STAFF- DEVELOPING COOPERATION BETWEEN THE PRESCHOOL AND THE HOME
THANKS FOR YOUR ATTENTION
NELSON ST.EUFEMIAINTERNATIONAL RELATIONSDEPARTMENT OF EDUCATIONMUNICIPALITY OF NORRKÖ[email protected]+46 730 20 27 34