Schoolification or Early Years Democracy? A Cross Curricular Perspective from Denmark and England

International comparisons strongly influence national policy agendas in the early years. However, an appreciation of details and national context and differences is imperative to promote democracy. From the perspective of a Danish social pedagogue1 lecturing in Early Childhood Studies in England, the author presents a cross-national comparison to elicit parallels and differences in discourses of democracy and schoolification within early years curriculum policies in England and Denmark. An initial discussion of democracy and schoolification leads to a consideration of the differing welfare contexts and quality assurance processes that inform the curriculum frameworks. The influence of schoolification is exemplified in a detailed analysis of the raised expectations with regard to language assessment in England and Denmark. This discussion reveals the tensions between local democratic participation in early years communities and policy agendas that emphasize preparation for school. The article explores how the limitations of a schoolification discourse, which is already dominant in England and becoming more prevalent in Denmark, potentially displacing children, parents and professionals as democratic stakeholders. The conclusion takes the form of an invitation to the early years community, locally, nationally and internationally, to find ways of developing resilience to the pressure of a neo-liberal accountability culture and external governance. </jats:p

Assessment of Young Children on Entry to School: Informative, Formative or Performative?

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