In Norway, children aged one to five years can attend subsidized and publicly regulated Early Childhood Education and Care (ECEC) centers. These centers focus on holistic child development through play, care, and learning. Therefore, Norway should be capable of providing young children with the best possible ECEC environment, thereby laying a solid foundation for their future school success. However, Norwegian 15-year-old students score at or below the average in mathematics, reading, and science compared to students in other OECD countries, and average scores are declining OECD (PISA 2022 Results (Volume I): The state of learning and equity in education, 2023). Several factors may contribute to Norwegian students’ average or below-average school performance, e.g., pedagogical weaknesses that were present even before school, in ECEC. An OECD report from 2015 pointed out several challenges in the Norwegian ECEC quality (Early childhood education and care policy review Norway, 2015), related to factors such as structural standards, monitoring of process quality, lack of independence of inspections, lack of understanding regarding monitoring, and insufficient monitoring practices. In this paper, we present: (1) Norwegian policy initiatives implemented in response to the OECD report, and (2) Research conducted after the OECD report on the quality levels of Norwegian ECEC, along with findings from interventions designed to improve quality. Based on this, we discuss the progress since the 2015 OECD report and highlight continuing challenges and important next steps to secure high ECEC quality in Norway for all children. We find that several policy initiatives have been implemented but observed ECEC quality levels after the 2015 report are still in the medium to low range.

在挪威，一岁到五岁的儿童可以就读受补贴和公共监管的幼儿教育和保育 (ECEC) 中心。这些中心注重通过游戏、照顾和学习来促进儿童的全面发展。因此，挪威应该有能力为幼儿提供最好的ECEC环境，为他们未来的学业成功打下坚实的基础。然而，与其他 OECD 国家的学生相比，挪威 15 岁学生在数学、阅读和科学方面的成绩处于或低于平均水平，并且平均成绩正在下降 OECD（PISA 2022 年结果（第一卷）：学习和发展状况）教育公平，2023）。有几个因素可能导致挪威学生在学校的表现处于平均水平或低于平均水平，例如，早在上学之前就在幼儿保育中心就存在教学弱点。经合组织 2015 年的一份报告指出了挪威幼儿教育和保育质量方面的若干挑战（挪威幼儿教育和保育政策审查，2015 年），这些挑战与结构标准、过程质量监控、检查缺乏独立性、缺乏对儿童早期教育和保育政策的理解等因素有关。监测，以及监测实践不足。在本文中，我们介绍：(1) 挪威根据经合组织报告实施的政策举措，以及 (2) 经合组织报告后对挪威幼儿保育质量水平进行的研究，以及旨在提高质量的干预措施的结果。在此基础上，我们讨论了自 2015 年 OECD 报告以来取得的进展，并强调了持续存在的挑战和重要的后续步骤，以确保挪威为所有儿童提供高质量的幼儿保育服务。我们发现多项政策举措已经实施，但 2015 年报告后观察到的 ECEC 质量水平仍处于中低水平。