Democratic, caring and disciplinary values in Danish preschools: Bringing values together

Teachers and caregivers organise children’s everyday life in early childhood settings to support children’s well-being, learning and development. Teachers organizational decisions (e.g., daily schedule, arrangement of furnishings, activities, behavioural expectations) are influenced by a set of ideas, norms and values, which they may or may not be conscious of at the time. The purpose of this study was to gain a deeper understanding of how democratic, caring and disciplinary values communicated and negotiated between adults and children (age 10 months – 5 years) in crèche and preschool settings, with particular attention to whether these values are animated in isolation (e.g., separately from one another) or in a more unified fashion. The conceptural framework for this study was based on previous theories and research on democracy education, communicative action, educational content and children’s democratic formation, caring values, and disciplinary values. The researchers analysed video recordings of interactions between children and teachers during lunch, circle time and free activities. Findings revealed the nature and extent to which teachers expect children to follow and participate in the social order the adults have established for them, as well as ways empathic practitioners create space for children to influence changes in the social order