New Study: Quality is Poor in Every Fourth Kindergarten

A new nationwide study reveals that a significant portion of municipal kindergartens in Denmark do not meet desired quality standards in the pedagogical learning environment. Only 9 percent are assessed to have a learning environment of “good” quality, while 28 percent are deemed “inadequate.”

The study, conducted by VIVE and EVA for the Ministry of Children and Education, is based on observations in 100 daycare centers across 56 municipalities. The aim has been to get an overview of the quality of the learning environment for children aged 3-5 years.

The results show significant differences between institutions and even between rooms in the same kindergarten. 63 percent of institutions are assessed to have a pedagogical learning environment of “sufficient” quality.

Kindergartens generally perform better in the category of “Physical Environment” compared to areas like “Play and Activities” and “Relationships.”

Minister of Children and Education, Mattias Tesfaye, describes the study results as unsatisfactory:
– The quality in kindergartens is not good enough. We should have prioritized this many years ago. I will closely monitor the quality, and the next time, the results must be significantly better, he states.

The Children and Education Committee of the Danish Municipality Association (KL) also emphasizes the need for action. Committee Chairman Christina Krzyrosiak Hansen highlights the necessity for both local and national efforts:
– We need to ensure proper conditions and uplift the employees’ professionalism. We are initiating a special effort towards institutions and municipalities facing the greatest challenges, she says.

The study is part of agreements on municipal finances for 2022 and 2023, laying the groundwork for several new initiatives. These include upskilling funds, social norm regulations, a new pedagogical education, improved pedagogical assistant training, and a historical wage increase. Additionally, minimum staffing ratios have become mandatory starting in 2024 for municipal institutions and 2025 for private ones.

As part of a targeted effort, municipalities are also invited to participate in intermunicipal development groups aimed at supporting quality improvements in early childhood education facilities facing specific challenges.

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