| dc.description.abstract | This study aims at analyzing diversity in child upbringing practices and institutionalized Early
Childhood Education and Care (ECEC) in Norway. In view of the increased number of
immigrants in the country, the study explores immigrant parents’ early childhood experiences
(out of Norway) and that of their children who are being raised in Norway. It also captures
parents’ expectations and experiences with Norwegian barnehager, which are the Norwegian
equivalent of institutionalized child upbringing or ECEC. Thus, the perspectives and experiences
of barnehage teachers in relation to values and learning goals during early childhood are also
presented and discussed in this study.
Fieldwork was carried out in one Norwegian city with parents and barnehage teachers as key
respondents. Empirical data was co-generated through interviews and focus group discussions
over a period of four months. The theoretical perspectives on childhood that informed this study
include; the social construction of childhood and parenthood; socialization theory, and children’s
rights. These perspectives attempt to explain parents’ choices in child upbringing practices,
children’s participation in institutionalized early childhood care and learning and the care and
learning values emphasized in the different societies ‘represented’ in this study.
Empirical data from the study revealed that most parents, especially from the global south
experienced a rather different kind of child upbringing from that of children in Norway. Although
most parents were eager to pass on the same early childhood care and learning values
emphasized by their parents, they were also appreciative of most care and learning values
emphasized in the Norwegian society. Thus, some were happy to combine values from both their
non-Norwegian and Norwegian societies. | nb_NO |
