Skolarisering och mantrat om tidiga insatser i utbildningen

Abstract

There is a consensus among researchers and politicians that early interventions and reforms, aimed at the younger children in the education system, are the most important that a society can take. But what happens when these interventions become concrete practice in the education system? In this essay, we take our starting point in the Swedish preschool class, namely the mapping of the students' mathematical and linguistic abilities. As national standardized instructions are transformed into local practice, the mapping becomes a test of children's cognitive abilities and the instructions are adapted to the preschool classes' local institutional cultures. The mapping is a concrete case of how early interventions become part of an ongoing schoolarisation of the younger students' education.