Abstract

This article explores assessments and collaborative practices between Danish parents and professionals when young children enter nursery care. Based on practice research in Danish childcare institutions, the article focuses on how early childhood education policy is connected to early assessment, based on an understanding of children as vulnerable and in need of stimulation by adults in order to develop properly. In this policy environment, parents act not only as primary caregivers for their children but also as risk managers in collaboration with the professional staff. The article describes how parents’ acts of care can sometimes be interpreted by professionals as an unwillingness to collaborate, thus transforming evaluation of children’s adjustment to the day-care setting into assessments of parents’ skills. This objectification of the parents, risks disrupting collaboration and the child’s chain of care.

摘要

本文探讨了当幼儿进入托儿所时，丹麦父母和专业人士之间的评估和合作实践。基于对丹麦儿童保育机构的实践研究，本文重点介绍了幼儿教育政策如何与早期评估联系起来，基于对儿童的理解，这些儿童是脆弱的，需要成年人的刺激才能正常发展。在这种政策环境中，父母不仅是孩子的主要照料者，而且是与专业人员合作的风险管理者。文章描述了父母的照顾行为有时如何被专业人士解释为不愿意合作，从而将评估儿童对日托环境的适应转变为对父母技能的评估。这种对父母的物化，护理链。