ABSTRACT Historically Danish preschool has emphasised play and downplayed curricular planning. Over the last 20 years, there has been heightened emphasis on learning and goal orientation. This article explores the consequential framing of play as result of that shift. This is done first by discussing the changes in policy and discourse in Denmark in particular the introduction of a preschool curriculum in 2004 and the accompanying heightened emphasis on ‘learning’. Second, by comparing ethnographic studies from 2000 with a recently completed research project ‘Appropriate readiness’. This project focused on children aged 5 years old in preschool and how their parents and pedagogues viewed readiness and how they acted to make children ready for school. This ethnographic study identifies increased emphasis on preparation, but a continued focus on ‘the social’ child. The historical change in the position of play in preschool is analysed with Bernstein's concepts of pedagogic framing, classification alongside visible and invisible pedagogy. In the closing section, we discuss the latest 2018 Danish preschool curriculum revision and consider to what extent this points to a return to a play-based practice.

中文翻译：

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在更加注重准备的时候改变比赛的框架

摘要从历史上看，丹麦的学前班强调玩法和轻描淡写的课程计划。在过去的20年中，高度重视学习和目标导向。本文探讨了由于这种转变而导致的比赛结果框架。首先，通过讨论丹麦政策和演讲的变化，特别是2004年引入学前课程以及随之而来的对“学习”的强调，来做到这一点。其次，通过比较2000年以来的人种学研究与最近完成的研究项目“适当的准备”。该项目侧重于学龄前5岁的儿童，以及他们的父母和教育者如何看待准备情况以及他们如何采取行动使孩子准备上学。这项民族志研究表明，人们越来越重视准备工作，但继续关注“社交”儿童。伯恩斯坦（Bernstein）的教学框架，分类以及有形和无形教学法的概念分析了学龄前游戏位置的历史变化。在结束部分中，我们讨论了最新的2018年丹麦学前课程修订版，并考虑了这在多大程度上表明将重返基于游戏的实践。