ABSTRACT Denmark has a tradition of kindergarten pedagogy focused on children’s play, sociality and individual interests. Political emphasis on global competition, however, has led to reforms in early childhood education and care (ECEC) since 2004. Based on ethnographic fieldwork at three kindergartens, we analyse how the ECEC-reforms have affected the priorities of parents and pedagogues regarding school readiness. To understand how this is negotiated, we draw upon Lareau’s distinction between childrearing as ‘concerted cultivation’ or as ‘the accomplishment of natural growth’ (Lareau, A. 2003. Unequal Childhoods. Class, Race and Family Life. London: University of California Press). We show that parents and staff consider the social as the most important thing for kindergarten children to learn and as something that the adults must cultivate – often in a disciplinary manner. Meanwhile, parents and pedagogues state that academic competences are not important to cultivate because an interest in academics will naturally grow. Adults just have to support academic activities through play when the children choose to engage in them. However, academic competences are actively cultivated in practice.

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学术作为游戏，社会作为学科：丹麦的入学准备

摘要丹麦具有幼稚园教学法的传统，侧重于儿童的游戏，社交和个人兴趣。但是，自2004年以来，针对全球竞争的政治重点导致了幼儿教育和保育（ECEC）的改革。基于三所幼儿园的人种志田野调查，我们分析了ECEC的改革如何影响了父母和教育者关于入学准备的优先次序。为了理解如何协商，我们借鉴了拉劳在育儿方面的区别，即“强制性耕种”或“自然增长的成就”（Lareau，A。2003年。《童年不平等》，《阶级，种族和家庭生活》。伦敦：加利福尼亚大学）按）。我们表明，父母和工作人员认为社交是幼儿园儿童学习的最重要内容，也是成年人必须以纪律方式培养的东西。同时，父母和教育者指出，培养学术能力并不重要，因为对学术的兴趣自然会增长。当孩子们选择参加游戏时，成年人只需要通过玩耍来支持他们的学术活动。但是，实践中正在积极培养学术能力。