PAPER 8 Efforts and Effects in Day-care Centres for Socially Endangered Children By Kirsten Elisa Petersen, Ph.d, Post Doc, Department of Pedagogy, DPU, University of Aarhus, Denmark The review of previous research concerning 'what works' in early day-care interventions has been produced in order to build a knowledge foundation for the ASP-project to work from in the development of the specific intervention. Thus, it looks into studies of pedagogical intervention efforts for socially endangered children in day-care centres. By collecting and reviewing results from Danish and international studies, this review documents knowledge about which types of efforts contribute to the improvement of socially endangered children's life chances through participation in day-care in the early years of childhood before school. In all, the studies in this research review show that day-care as an early pedagogical effort targeting socially endangered children does have an effect on these children's well-being and development potential - not only in the early years of childhood but also in relation to their possibilities and ability to master life in school and in their youth. In all, the studies show that high-quality day-care achieve positive effects. By high-quality the author means good relations between child and adult, high level of professional competence and education among the employees and pedagogical work that is established on the basis of systematic and well-organized curricula. |
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