It is Our Responsibility to Prepare Children for an International World : Educators Discuss Celebrations and Traditions within Preschool Curriculum

Abstract: Framed within a society where many Swedes consider themselves to be semi-secular, where by law schools and preschools shall be nondenominational; a paradox occurs if many preschools acknowledge celebrations and traditions of historically Christian background exclusively. Previous research has suggested potential reasons for uncertainty with regard to including celebrations and traditions with a historically religious background. Building off of that research this case study attempts to approach a more definitive answer regarding the decision process behind deciding which celebrations and traditions are included, and therefore which are excluded, from the local curriculum. Using qualitative and quantitative data, this case study is designed to answer two questions. First, ‘what specific factors are considered when an educator decides which traditions and celebrations s/he includes in the local curriculum?’; concluding that the preschool’s administration, an educator’s particular group of children, and an educator’s personal knowledge are the three specific factors considered when an educator decides which traditions and celebrations to be included in the local curriculum. Second, ‘how does an educator take cultural celebrations and traditions into consideration when designing the curriculum for the classrooms?’, further concluding that an educator takes cultural celebrations and traditions into consideration via conversation with their collegial group, recalling previous positive experiences, and active decision making. From these six factors which affect curriculum content regarding celebrations and traditions; the preschool’s administration, an educator’s particular group of children, an educator’s personal knowledge, collegial discussion, previous experiences, and active decision making, three main factors have been identified from the overlapping nature of the six factors. Summarily, this study concludes that the three factors that affect curriculum content regarding celebrations and traditions are administration, group, and knowledge. Where an educator’s group and an educator’s knowledge can be applied as a situation necessitates from two perspectives each. Where an educators group can be seen from a collegial perspective or from the perspective of the educator’s group of children. Finally, an educator’s knowledge can be divided into their personal knowledge and their previous theoretical knowledge.