Lead country partner
DPU – Danish School of Education,
Other local partners
January 2018 – November 2020
Keywords professional identity, educare, collaboration, continuous professional development
Dagtilbud Nordøst | Randers Kommune
The three pilot schools, Børnehuset Bækkestien, Børnehuset Solstrålen and Børnehuset Harridslev, belong to Daycare District Northeast in Randers Municipality. Altogether, they house children of kindergarten age (3-5 years) and of nursery age (0-3 years) in a total of 230 and 84 children respectively. The children reflect the different degrees of diversity of the neighbourhood. The pedagogical work with diversity at the three schools differs, but all three schools worked with inclusion during the VALUE pilot period.
Børnehuset Bækkestien, Børnehuset Solstrålen and Børnehuset Harridslev – all belong to Daycare District Northeast in Randers Municipality. This district comprises seven institutions in the northeastern area of Randers Municipality.
Børnehuset Bækkestien is located in the eastern part of Randers town and houses approximately 100 children of kindergarten age (3-5 years) and 30 of nursery age (0-3 years).
Børnehuset Harridslev is located in the village of Harridslev 7 km outside the town of Randers, housing approximately 65 children of kindergarten age (3-5 years) and 26 of nursery age (0-3 years).
Børnehuset Solstrålen is located in the village of Øster Tørslev 17 km fra Randers outside the town of Randers, housing approximately 65 children of kindergarten age (3-5 years) and 28 of nursery age (0-3 years).
The Danish Pilot examines how its model for learning labs and co-creation contributes to strengthening professional identity, working with a new educare approach to inclusion and strengthening collaboration between participants, whether early childhood core and assisting practitioners or managers.
The Danish VALUE case is based on the concept of learning labs (LL), a social constructivist approach to organisational learning and co-creation of knowledge within communities of practice. Central to this approach is that all employees, including management, participate on an equal footing and that the CPD learning pathways take a participatory approach.
A team of facilitators and researchers initiated the LL process together with the local managers at the three pilot schools. There were 6 LLs spread over a 6-month period, as well as an initial kick-off meeting and a final wrap-up meeting.
Nine participants (one teacher, one assistant and one manager from each pilot school) were selected to take part in a coordinating joint LL. The three participants from each institution became the coordinating team with the task of translating the LL method and the new insights from the joint LLs into local LLs (the workshops held in the pilot schools).
To learn more from Denmark pilot read the factsheet.