Inclusion and Exclusion in Pre-school Institutions in Denmark: Processes in and Effects of the LP_Model

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The paper will present the results of an investigation in the pre-schools, participating in the Danish LP-model (Nordahl et al), on which initiatives the pedagogies in these so-called LP-institutions take, in order to develop new practice. Building on earlier research in quality, inclusion is outlined as a high-quality criterion.
Inclusion and exclusion is defined from the perspective of sociology and systems theory and the survey is based on a model for inclusion (Qvortrup) which is operationalized in the questionnaire. Based on theory of distinction and through a form analysis I will present and discuss the findings as a pedagogical question, following the logic of the LP-analysis.
The empirical findings indicate that the staff finds it difficult to transform the research knowledge into new practice. This is a question of high relevance to the Nordic educational research because it challenges the traditional understandings of how research knowledge can inform practice. Thus it becomes a question of the relationship between theory and practice as well.
Furthermore, this leads to the assumption that the Danish inclusion-experiment is not likely to succeed, unless we find new ways to understand how the staff can develop the necessary competencies as professional pedagogues.
Translated title of the contributionInklusion og eksklusion i dagtilbud i Danmark: Processer i og effekter af arbejdet med LP-modellen
Original languageEnglish
Publication date2014
Publication statusPublished - 2014
EventNERA: NERA 2014 - Lillehammer, Norway
Duration: 5 Mar 20147 Mar 2014




  • social work
  • inklusion
  • kvalitet


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