1. 2014-01-27 CURRICULUM FOR THE SWEDISH PRESCHOOLREVISED 2010

2. FUNDAMENTAL VALUES • THE FOUNDATIONS OF THE CURRICULUM FOR THE SWEDISH PRESCHOOL ARE: • FUNDAMENTAL DEMOCRATIC VALUES • INVIOLABILITY OF HUMAN LIFE • INDIVIDUAL FREEDOM AND INTEGRITY • EQUAL VALUE OF ALL PEOPLE • GENDER EQUALITY • SOLIDARITY WITH THE WEAK AND • VULNERABLE

3. ETHICAL ATTITUDES ADULTS’ ATTITUDES INFLUENCE THE CHILD’ S UNDERSTANDING AND RESPECT FOR CIVIC RIGHTS AND OBLIGATIONS IN A DEMOCRATIC SOCIETY FOR THIS REASON ADULTS ARE LOOKED UPON AS ROLE MODELS FOR THE CHILDREN

4. UNDERSTANDING AND COMPASSION FOR OTHERS THE PRESCHOOL SHOULD: DEVELOP CHILDREN’S ABILITY TO TAKE SOCIAL RESPONSIBILITY IMPRINT A SENSE OF TOLERANCE AND SOLIDARITY STRENGTHEN COMPASSION AND EMPATHY FOR THE SITUATION OF OTHERS DEVELOP OPENNESS AND RESPECT FOR PEOPLE’ S VIEWS WAYS OF LIFE AND CULTURAL DIVERSITY

5. OBJECTIVITY AND COMPREHENSIVENESS CHILDREN SHOULD BE GIVEN THE OPPORTUNITY OF FORMING OWN OPINIONS AND MAKING OWN CHOICES PARENTS SHOULD FEEL FULLY CONFIDENT AND RELY ON THE COGNIZANCE THAT THEIR CHILDREN WILL NOT BE PREJUDICED IN FAVOUR OF ANY PARTICULAR VIEW PRESCHOOL STAFF SHOULD DISSOCIATE THEMSELVES FROM ANYTHING THAT CONFLICTS WITH THESE VIEWS

6. OBJECTIVITY AND COMPREHENSIVENESS ACCOUNT SHOULD BE TAKEN OF THE VARYING CONDITIONS AND NEEDS OF CHILDREN PRESCHOOL ORGANIZATION MUST THEREFORE COMPLY WITH THE SPECIFIC NEEDS OF EVERY CHILD WITH A MAJOR CONCERN FOR CHILDREN WELL-BEING SECURITY DEVELOPMENT AND LEARNING

7. TASKS OF THE PRESCHOOL LAY THE FOUNDATION FOR LIFELONG LEARNING PROVIDE CARE SOCIALISATION AND LEARNING AS A COHERENT WHOLE SUPPORT FAMILIES IN THEIR PARENTAL ROLE OFFER PEDAGOGICAL ACTIVITIES ADAPTED TO THE NEEDS OF THE CHILDREN TAKE ACCOUNT OF THE FACT THAT CHILDREN HAVE DIFFERENT LIVING ENVIRONMENTS

8. TASKS OF THE PRESCHOOL PROVIDE ENVIRONMENTS THAT ENCOURAGE CREATIVITY AND ALLOW CHILDREN TO EXPLOIT THE SURROUNDING WORLD PASS ON CULTURAL HERITAGE ASCERTAIN THAT CHILDREN ARE GIVEN THE OPPORTUNITY TO OBSERVE REFLECT AND DRAW OWN CONCLUSIONS DEVELOP CHILDREN’S ABILITY TO COMMUNICATE AND PROVIDE A STABLE FOUNDATION FOR THE ACQUISITION OF COGNITIVE KNOWLEDGE

9. TASKS OF THE PRESCHOOL PROMOTE A CONSCIOUS USE OF PLAY TO FACILITATE LEARNING PROMOTE LEARNING AND UNDERTAKE ACTIVE DISCUSSIONS ON THE CONTENTS OF WHAT CONSTITUTES LEARNING AND KNOWLEDGE PROMOTE INTERACTION AMONGST CHILDREN AND BETWEEN CHILDREN AND ADULTS SUPPORT DIFFERENT LEARNING PERSPECTIVES

10. TASKS OF THE PRESCHOOL PUT EMPHASIS ON LANGUAGE DEVELOPMENT ENCOURAGE CHILDREN’S CURIOSITY AND INTEREST IN THE WRITTEN LANGUAGE HELP ENSURE THAT CHILDREN WITH A MOTHER TONGUE OTHER THAN SWEDISH RECEIVE THE OPPORTUNITY TO DEVELOP BOTH THEIR SWEDISH LANGUAGE AND THEIR MOTHER TONGUE PROMOTE DIFFERENT MEANS OF EXPRESSION

11. TASKS OF THE PRESCHOOL PRESCHOOL SHOULD PROMOTE THE DEVELOPMENT AND LEARNING OF THE CHILD BY MEANS OFDIFFERENT FORMS OF EXPRESSION VISUAL ARTS SONG AND MUSIC DRAMA RHYTHM DANCE AND MOVEMENT SHOULD BE ENCOURAGED THE USE OF VARIOUS MATERIALS AND TECHNOLOGIES MULTIMEDIA AND INFORMATION THECHNOLOGIES SHOULD FACILITATE THE DEVELOPMENT OF CREATIVE PROCESSES JOY OF PLAYING

12. TASKS OF THE PRESCHOOL PUT EMPHASIS ON ISSUES CONCERNING THE ENVIRONMENT AND NATURE CONSERVATION CONTRIBUTE TO CHILDREN’S ACQUISITION OF CARING ATTITUDES TOWARDS NATURE AND THE ENVIRONMENT PROVIDE A SCOPE FOR TIME SPENT INDOORS AND OUTDOORS BOTH IN PLANNED AND NATURAL ENVIRONMENTS PROVIDE A WELL-BALANCED DAILY RHYTHM BETWEEN CARE REST AND OTHER ACTIVITIES

13. GOALS AND GUIDELINES THE GOALS SPECIFY THE ORIENTATION OF THE WORK AND LAY THE BASIS FOR QUALITY DEVELOPMENT. THE GOALS SPECIFIED IN THE CURRICULUM ARE GOALS TO STRIVE FOR THE GUIDELINES SPECIFY THE RESPONSIBILITY OF THE PRESCHOOL TEACHER AS MEANS OF ENSURING THAT WORK IS CARRIED OUT IN ACCORDANCE WITH THE GOALS OF THE CURRICULUM THE GUIDELINES ALSO SPECIFY THE RESPONSIBILITY THAT EACH AND EVERYONE IN THE WORK TEAM IS EXPECTED TO ASSUME

14. NORMS AND VALUES • PRESCHOOL ACTIVITIES SHOULD STRIVE TO ENSURE THAT EACH CHILD DEVELOPS: • FUNDAMENTAL DEMOCRATIC VALUES • THE ABILITY TO DISCOVER / REFLECT ON • ETHICAL AND FUNDAMENTAL QUESTIONS • IN EVERYDAY LIFE • AN UNDERSTANDING OF THE EQUAL • VALUE OF ALL PEOPLE • RESPECT FOR ALL FORMS OF • LIFE AND CARE FOR THE IMMEDIATE • ENVIRONMENT

15. DEVELOPMENT AND LEARNING THE PRESCHOOL SHOULD CONTRIBUTE TO CHILDREN DEVELOPING AN UNDERSTANDING OF THEMSELVES AND THEIR SURROUNDING WORLD A SENSE OF EXPLORATION CURIOSITY AND DESIRE TO LEARN SHOULD FORM THE FOUNDATIONS OF THE PRESCHOOL ACTIVITIES THESE SHOULD BE BASED ON THE CHILD’ S EXPERIENCES INTERESTS NEEDS AND VIEWS IN ORDER TO PROMOTE CREATIVITY AND VARIETY IN LEARNING

16. INFLUENCE OF THE CHILD CHILDREN’S SOCIAL DEVELOPMENT PRESUPPOSES THAT IN RELATION TO THEIR CAPACITY THEY ARE ABLE TO TAKE RESPONSIBILITY FOR THEIR OWN ACTIONS AND FOR THE ENVIRONMENT IN THE PRESCHOOL THE CHILD SHOULD BE ABLE TO DEVELOP THE ABILITY TO EXPRESS OWN THOUGHTS AND VIEWS AND TO UNDERSTAND AND ACT IN ACCORDANCE WITH DEMOCRATIC PRINCIPLES

17. PRESCHOOL AND HOME THE PRESCHOOL SHOULD SUPPLEMENT THE HOME BY CREATING THE BEST POSSIBLE PRECONDITIONS FOR ENSURING A RICH AND VARIED CHILD DEVELOPMENT PARENTS SHOULD HAVE THE OPPORTUNITY TO BE INVOLVED AND INFLUENCE THE ACTIVITIES OF THE PRESCHOOL THE PRESCHOOL IS ALSO RESPONSIBLE FOR INVOLVING THE GUARDIANS IN THE PROCESS OF ASSESSMENT OF THE ACTIVITIES CONDUCTED INSIDE THE ORGANISATION

18. COOPERATION WITH PRESCHOOL CLASS / SCHOOL / LEISURE TIME CENTRE TO FACILITATE THE TRANSITION TO SCHOOL AND SUPPORT A CONTINUOUS DEVELOPMENT IN THE LIFELONG LEARNING PROCESS OF THE CHILD THE WORK TEAMS FROM PRESCHOOL ARE EXPECTED TO ESTABLISH COOPERATION WITH THE WORK TEAMS OF THE RECEIVING SCHOOL SPECIAL ATTENTION SHOULD BE GIVEN TO CHILDREN IN NEED OF SPECIAL SUPPORT

19. FOLLOW-UP EVALUATION AND DEVELOPMENT THE QUALITY OF THE PRESCHOOL SHALL REGULARLY AND SYSTEMATICALLY BE DOCUMENTED FOLLOWED UP EVALUATED AND DEVELOPED THE AIM BEING TO OBTAIN KNOWLEDGE OF HOW ORGANISATION CONTENT AND ACTIONS CAN BE IMPROVED AN ANALYSIS OF WORK PROCESSES AND RESUTS SHOULD INDICATE THE AREAS THAT ARE CRITICAL FOR DEVELOPMENT ALL FORMS OF EVALUATION SHOULD INVOLVE THE PARENTS AND HAVE A CHILD CENTRED APPROACH

20. RESPONSIBILITY OF THE HEAD OF THE PRESCHOOL • PLANNING FOLLOW UP AND EVALUATION • TOGETHER WITH STAFF AND PARENTS • STRUCTURING THE LEARNING • ENVIRONMENT OF THE PRESCHOOL AND • DEVELOPING DIDACTIC METHODS • ORGANISING SPECIAL SUPPORT • ESTABLISHING PREVENTION • PROGRAMMES TO COUNTERACT ALL • FORMS OF DISCRIMINATION • DEVELOPING COOPERATION WITH • OTHER LEVELS OF SCHOOLING • ENSURING CONTINUOUS PROFESSIONAL • DEVELOPMENT OF STAFF • DEVELOPING COOPERATION BETWEEN • THE PRESCHOOL AND THE HOME

21. THANKS FOR YOUR ATTENTION NELSON ST.EUFEMIA INTERNATIONAL RELATIONS DEPARTMENT OF EDUCATION MUNICIPALITY OF NORRKÖPING nelson.eufemia@norrkoping.se +46 730 20 27 34