| In 1985, Parliament decided that public child-care was to be expanded so that, by 1991, all pre-school children over the age of 18 months could use this service without any temporal delays. In some municipalities,this objective has not yet been fulfilled. Where there are insufficient places, children in need of special support for their development, e.g. children who are physically or mentally handicapped, are given priority in the allocation of pre-school places. Parliament decided, in December 1993, on amendments to the Social Services Act whereby the municipalities shall be obliged to offer all children aged 1-12, whose parents are gainfully employed or studying, a place in public or private child-care, starting on 1st January 1995. About 50% of all children aged 0 to 6 years, and about 30% of all children aged 7 to 12 years, take part in public child care. Child care services take the following forms: - Day care centres, for children aged 1-6 years, whose parents are gainfully employed or studying. Day-care centres are usually open between 6.30 am and 6.30 p.m., Monday to Friday, all year around.
- Part-time groups, for children aged 4-6 years. These groups operate during the school year and meet for three hours daily, morning or afternoon.
- Open pre-school, for pre-school age children without any other kind of pre-school place. The children attend a few times a week in the company of a parent or family child-minder.
- After-school centres, for children aged 6/7 to 12 years. The purpose of these centres, which are open before and after school, and during school holidays, is to provide after-school activities and learning-options in addition to the school curriculum. The term pre-school is used to denote day-care services, part-time groups and open pre-school. In day-care centres, children are usually divided into mixed-age groups. These groups are made up of either small children up to the age of three, sibling groups (usually 3-6 years), or extended sibling groups which can include children of all pre-school ages as well as younger schoolchildren. The average day-care centre has four groups or sections, each with some 15- 18 children. After-school activities are often an integrated part of school. It is also becoming increasingly common for day-care activities and school to be housed in the same building. In addition, different ways are being tried in facilitating the transition between pre-school and school, i.e. through special courses for 6 year-olds.
Child-care activities are usually operated by the municipalities. As a complement to the activities conducted on municipal premises, the municipality employs family child-care minders to care for children aged 1-12 years in the minder's own home. Private day-care and after- school centres are also becoming increasingly common. In many municipalities, these centres receive a compensatory transfer payment from the municipal funds. The aims and responsibilities of pre-school and after-school centres have been set out in pedagogic courses issued by the National Board of Health and Welfare. Together with the parents, one of the tasks of the pre-school is to integrate the child into society. Its activities, which should be planned in close co-operation with the parents, should be based largely on the children's background, their interests, previous experiences and special needs. Pre-school covers the following main areas: cultural activities such as language, drama, music and art, painting and pottery; nature studies and community life. These topics manifest themselves throughout the year. Pre-school does not convey school education per se, but it does provide preparatory training for school. Teachers All staff in public child-care institutions are civil servants and employed by the municipalities. Pre-schools are staffed by teachers and child-care attendants, while recreation instructors and child-care attendants work in after-school centres. Pre-school teachers also co-operate in various ways with teachers at the lower level of compulsory school The director or supervisor of the pre-school is responsible for the regular planning of the centre's work. The staff works in teams where the particular knowledge and interests of each member of staff can be utilised. Parents are encouraged to participate in the activities whenever possible. The training course for pre-school teachers and recreation instructors takes place at universities and university colleges. The study courses have been extended from 2½ to 3 years with effect from the academic year 1993/94. They lead to a University Diploma in Child and Youth Training. Child-care attendants are trained in special 2-3 year courses in upper secondary school; as of 1995 all these courses will be 3 years in duration. There are also special courses such as those for bilingual students, wanting to work primarily with immigrant children. Most family child-minders in family day-care have followed an introductory course of 90-100 hours or a lengthier training, such as the child attendant's course. Responsibility for in-service training rests with the municipalities but is not compulsory; the availability and content of such training can vary enormously from one area to another. In some places, pre-school teachers and school teachers are trained together. Pre-school Education | Compulsory Education | Post-Compulsory Education | Higher Education | Links to universities |
