ET NYT LÆRINGSPARADIGME MED FREMTIDENS DAGTILBUD: En undersøgelse af effekten af Fremtidens Dagtilbud på børns kompetenceudvikling i børnehaven og deres senere trivsel i indskolingen.

Amalie Toftegaard Kirk, Kristine Lund Steensen, Matilde Herget & Christina Stjernholm Faurholdt Nielsen

Studenteropgave: Kandidatprojekt


The objective of this study is an examination of whether or not Fremtidens Dagtilbud as an intervention focusing on early learning in daycare institutions has an effect on 3-5-year-old children’s competency development and welfare in pre-preparatory classes. The research is highly relevant and topical as Fremtidens Dagtilbud is considered a development programme initiated with an aim to implement early learning in daycare institutions throughout the country. Our methodological tools consist in part of qualitative secondary empirical data in the shape of a document analysis where national legislation pertaining to the daycare arena is analysed based on a broad theoretical apparatus in a historical, chronological order. In the remaining analysis, quantitative secondary empirical data is utilised based on three constructed hypotheses. The first of which scrutinises whether Fremtidens Dagtilbud as an intervention has an impact on children’s early mathematical, linguistic and socio-emotional competences. The second hypothesis sheds light on the contextual conditions that can influence the implementation and thus the effect of the intervention. Lastly, the third hypothesis seeks to uncover whether the intervention has an impact on the welfare that can be traced in pre-preparatory classes. Based on the document analysis, we can conclude that the Danish daycare institutions to a greater extent have been shaped by the competition state paradigm. This is evidenced by the fact that the Danish daycare system has shifted from being an institution that emphasises care, development and free play to being a concrete learning practice based on the social investment perspective as well as the early academics paradigm. By analysing the impact measurement pertaining to the mathematical, linguistic and socio-emotional competencies, we are able to conclude that although there have been some few positive effects of the initiative, overall, the intervention does not live up to its goals. Furthermore, we conclude that the contextual conditions, i.e. the connection between the goal and the means, the commitment of the institution’s management and mutual understandings of the problem, can have an impact on the effect. Finally, we conclude on the basis of the statistical analyses that there is no significant correlation between Fremtidens Dagtilbud and the welfare of children in pre-preparatory classes.

UddannelserSociale Interventionsstudier, (Bachelor/kandidatuddannelse) Kandidat
Udgivelsesdato18 dec. 2018
VejledereAnders Ejrnæs


  • trivsel
  • tidlig læring
  • Fremtidens Dagtilbud
  • Kvantitative metoder