Slinde – using data  

I mean lot of the discussions have been lately about the institutions being required to report data into the sort of having good statistics. And being a government official, I love statistics actually. I think it’s one of the most interesting things to read, because it – it depicts developments.  

In Norway we have had a large expansion since 2004, when we had a – which was another milestone. We had an agreement in parliament about now finally reaching the goal of full coverage.  

So, a lot of young children were entering the kindergartens, the barnehage. And looking at those figures it means that, okay, if we have this large proportion of one-year-olds, of two-year-olds in our kindergarten, in our barnehage, how does this affect the way we work pedagogically? What will we do? What should we be aware of?  

So, this kind of data is really helping and mirroring what you need to be looking at. The same goes for the proportion of minority – children with minority background, you also really need to have that kind of discussion. And for the local authorities. They need to see the developments in their municipalities and then they can put in the resources where they are needed.   

And for us on a national level, what we saw was of course, we need to do some work in order to revise the pedagogical framework, the framework plan. Because we need to make sure that the way we are phrasing now, our regulation, is really meeting the needs of the children that are there now.  

And then combining it with available research in a format that can be read by practitioners, staff, parents and local authorities.