EU-SELF Forum Right arrow

51 Country Overviews

Norway  

Author(s)

  • Dariush Djamnezhad, LU-CRED, Child and Adolescent Psychiatry, Department of Clinical Sciences Lund, Lund University
  • Björn Hofvander, LU-CRED, Child and Adolescent Psychiatry, Department of Clinical Sciences Lund, Lund University

Abstract

In Norway, the municipalities are responsible for overseeing social and emotional learning (SEL) in early childhood education and care (ECEC) kindergartens. There are several initiatives that can be categorised as assessments and interventions regarding SEL in ECEC, stemming from different types of organisations. Below, some examples of SEL in ECEC are presented, however, should not be considered exhaustive in describing the subject.

References

  • European Commission, EACEA National Policies Platform, Eurydice (2022). https://eacea.ec.europa.eu/national-policies/eurydice/norway/quality-assurance-early-childhood-and-school-education_en
  • Evertsen, C., Størksen, I., & Kucirkova, N. (2022). Professionals´perceptions of the classroom assessment scoring system as a structure for professional community and development. European Early Childhood Education Research Journal, 1-14. https://doi.org/10.1080/1350293X.2022.2031245
  • Fossum, S., Handegård, B. H., & Britt Drugli, M. (2017). The Incredible Years Teacher Classroom Management programme in kindergartens: Effects of a universal preventive effort. Journal of child and family studies, 26(8), 2215-2223.
  • Holte Haug, K., & Storø, J. (2015). Kindergarten – a universal right for children in Norway. International Journal of Child Care and Education Policy, 7, 1-13. doi: 10.1007/2288-6729-7-2-1
  • Kjøbli, J & Ogden, T. (2014). A randomized effectiveness trial of individual child social skills training: six-months follow-up. Child Adolesc Psychiatry Ment Health 8(31). https://doi.org/10.1186/s13034-014-0031-6
  • Norwegian Directorate for Education and Training. (2017). Framework Plan for Kindergartens (Contents and tasks). https://www.udir.no/globalassets/filer/barnehage/rammeplan/framework-plan-for-kindergartens2-2017.pdf
  • SSB (2018). Barnehager. Retrieved from https://www.ssb.no/utdanning/sta tistikker/barnehager/aar-endelige.
  • Sørlie, M.-A. (2021). Testing the effectiveness of the N-PALS model – a school-wide framework to prevent externalizing student problem behavior. Dissertation (dr. philos) submitted to the Faculty of Educational Sciences, University of Oslo. https://www.duo.uio.no/handle/10852/86259
  • Utdanningsdirektoratet. (2013). Utdanningsspeilet 2013. Tall og analyse av barnehager og grunnopplæring i Norge.

Download document

CO-167-Norway.pdf