56. årgang, nr. 4 Tema: Virkningsfuldt pædagogisk arbejde – august 2019

Charlotte Ringsmose
Municipal administration perspectives on the organisation and interaction of inclusive childcare
Quality in childcare can create improved development opportunities and thus, inclusive opportunities for children in vulnerable positions. The article is part of a research
project that has studied the perspectives of municipality administrators on childcare facilities that, through their organisation and interaction, create improved development opportunities for children in vulnerable positions. Based on childcare facilities that have been designated as inclusive, it is examined and described how an inclusive childcare centre looks from the viewpoint of the administration and how it works to develop effective childcare facilities in the organisation and interaction between administrations and childcare.

Charlotte Ringsmose
Managers’ perspectives on effective practices in childcare in vulnerable housing areas
Quality environments in early childhood are crucial for the child’s development here and now, but also for long-term development. Quality in childcare is particularly vital for children in disadvantaged positions. Low-quality care results in children being kept in risky positions. This article is part of a research project that has focused on studying childcare facilities that have a special elevating capacity in the understanding that everyday practice creates improved development conditions for children, where exposure in early childhood has proved to improve opportunities to develop and thrive. This article conveys management perspectives on the 20 selected childcare facilities.

Lone Svinth
Inclusive practice and children’s participation indaycare facilities
The purpose of this article is to describe, analyse and discuss how 20 Danish daycare facilities located in so-called socially disadvantaged residential areas, create well-being and fruitful participation opportunities for children in vulnerable positions. The study is based on 25 interviews with practitioners. Data has been analysed based on a theoretical social learning perspective, where the aim is to identify how a child’s accepted and thus legitimate participation in daily life, play and activities become an essential prerequisite for the child’s learning and well-being. In summary, I find that a care-pedagogical standpoint characterises an inclusive community with a particular focus on the child’s socio-emotional well-being. When practitioners describe the core of their pedagogical practice, concepts such as care, recognition and participation are highlighted. Across the interviews, this care-pedagogical perspective is presented as an ambition to listen to the child and to be flexible in the interaction in order to make sure the child has a safe and secure foundation to expand their participation from.

Lone Svinth
What are the relational conditions in high-quality daycare settings with relatively many children in vulnerable positions?
Even though Denmark has an unofficial world record in public daycare for 0-6-yearolds, there is a lack of knowledge regarding what the consequences are of differences
in daycare quality in Denmark – not least for children in vulnerable positions. Research shows that the relational conditions and adult-child interaction are far from always optimal and that children in vulnerable positions, do not have the same opportunities to participate like other children (Vandenbroeck & Bouverne-De Bie, 2006). Based on a relational ontology and a thematic analysis of observations from 20 daycare facilities, this article investigates how practitioners create democratic learning-arenas for children in vulnerable positions. The study shows how inclusive interaction from moment to moment helps to create fruitful opportunities for participation by ensuring children in vulnerable positions the opportunity of co-create practice.