The Nordic social tradition in early childhood education and care meeting readiness for school tradition

Abstract

In this article we investigate how professionals talk about transition from day-care centre to school (KD, 2008). The Ministry of education in Norway has strengthened learning discourses in early childhood education and care (KD, 2009a,b). This article explores how changes in political rhetoric's influence professionals becoming(s). We have conducted focus group conversations in 2009 and the participants were asked to discuss how one could act professionally, when readiness for schooling seems to become a standard for performing professionalism in daycare-centres.