Early Childhood Education and Care Teachers Training in Poland and Norway – a Comparative Analysis of Applicable Documents

Abstrakt

This article presents a comparative analysis of the legal and curricular frameworks governing early childhood education and care (ECEC) workforce preparation in Poland and Norway. Using document-based analysis as the primary method, the study examines principal legislative acts, ministerial regulations, and curriculum frameworks in both countries, focusing on qualification pathways, programme content, practical training requirements, and professional development structures. The analysis reveals two fundamentally different regulatory philosophies: Poland operates a bifurcated system separating care for children under 3 from education for children aged 3–6, governed by multiple legislative acts and a dense prescriptive framework; Norway maintains a unified kindergarten model covering ages 1–6 under a single qualification and legislative structure, with greater autonomy delegated to higher education institutions and individual settings. Key points of contrast include the depth and diversity of qualification routes, the presence of a formalised career progression system in Poland (awans zawodowy) with no Norwegian equivalent, and differing approaches to quality assurance. Both systems share commitments to play-based pedagogy, inclusive education, and family partnership. The findings contribute to comparative research on ECEC teacher education and highlight how regulatory choices shape the professional profile, status, and responsibilities of early childhood practitioners.