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Why do training regimes for early childhood professionals differ? Sweden and Switzerland compared


Geiss, Michael; Westberg, Johannes (2020). Why do training regimes for early childhood professionals differ? Sweden and Switzerland compared. European Educational Research Journal, 19(6):544-563.

Abstract

In Europe, there are many different ways in which early childhood education and care professionals are trained. This article investigates how these different forms came into being. Comparing two small, prosperous European countries, Sweden and Switzerland, we analyse the developments in training regimes for early childhood professionals since the 19th century using a historical institutionalism approach. We focus on corporate actors and the institutionalization of educational structures and identify critical junctures and path dependencies. Although both countries developed a comparable diversity of training opportunities in the 19th century and early 20th century, developments since the 1950s have diverged widely. While Sweden is developing a uniform, fully academicized training structure, the Swiss case exhibits no such uniformity but is characterized by continuity and incremental change. The article traces the role played by central governments, private associations and educational reform in the development of the training of preschool personnel.

Abstract

In Europe, there are many different ways in which early childhood education and care professionals are trained. This article investigates how these different forms came into being. Comparing two small, prosperous European countries, Sweden and Switzerland, we analyse the developments in training regimes for early childhood professionals since the 19th century using a historical institutionalism approach. We focus on corporate actors and the institutionalization of educational structures and identify critical junctures and path dependencies. Although both countries developed a comparable diversity of training opportunities in the 19th century and early 20th century, developments since the 1950s have diverged widely. While Sweden is developing a uniform, fully academicized training structure, the Swiss case exhibits no such uniformity but is characterized by continuity and incremental change. The article traces the role played by central governments, private associations and educational reform in the development of the training of preschool personnel.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Scopus Subject Areas:Social Sciences & Humanities > Education
Uncontrolled Keywords:Education
Language:English
Date:1 November 2020
Deposited On:15 Feb 2021 15:10
Last Modified:16 Feb 2021 21:02
Publisher:Symposium Journals
ISSN:1474-9041
OA Status:Closed
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.1177/1474904120909652

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Language: English
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Embargo till: 2022-03-05