In Europe, there are many different ways in which early childhood education and care professionals are trained. This article investigates how these different forms came into being. Comparing two small, prosperous European countries, Sweden and Switzerland, we analyse the developments in training regimes for early childhood professionals since the 19th century using a historical institutionalism approach. We focus on corporate actors and the institutionalization of educational structures and identify critical junctures and path dependencies. Although both countries developed a comparable diversity of training opportunities in the 19th century and early 20th century, developments since the 1950s have diverged widely. While Sweden is developing a uniform, fully academicized training structure, the Swiss case exhibits no such uniformity but is characterized by continuity and incremental change. The article traces the role played by central governments, private associations and educational reform in the development of the training of preschool personnel.

中文翻译：

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为什么对早期儿童专业人员的培训制度有所不同？瑞典和瑞士比较

在欧洲，对幼儿教育和护理专业人员进行培训的方式有很多。本文研究了这些不同形式是如何形成的。通过比较两个繁荣的欧洲小国瑞典和瑞士，我们使用历史制度主义方法分析了自19世纪以来针对幼儿专业人员的培训制度的发展。我们关注公司参与者和教育结构的制度化，并确定关键时刻和路径依赖。尽管两国在19世纪和20世纪初发展了可比较的培训机会，但自1950年代以来的发展已发生了很大的分歧。在瑞典制定统一的，完全学术化的培训结构的同时，瑞士案件没有这种统一性，但具有连续性和增量变化的特点。本文追溯了中央政府，私人协会和教育改革在发展学龄前人员方面所发挥的作用。