McCormick Institute for Early Childhood

BY Arvin Daiz | May 20, 2019

I work with early childhood leadership and school leadership at the Department of Education at the University of the Faroe Islands. Faroe Islands is in Europe and lays in the middle of the north Atlantic sea. Faroe Islands and Greenland are a part of the kingdom of Denmark.


In 2017, I was on a successful six-month research visit at McCormick Center for Early Childhood Leadership at National Louis University in Wheeling. Amongst other things, I acquired an in-depth knowledge of how early childhood care and education differs between the USA and the Faroe Islands/Denmark.

One crucial difference is that early childhood centers in the Faroe Islands and Denmark are most often funded directly by municipalities rather than by tuition, fees, and child care subsidies which are common in the U.S. Parents in the Faroe Islands and Denmark who are not receiving benefits pay between one-sixth and one-tenth of the amount that US parents pay to have a child in an early childhood setting. The remainder of the cost in the Faroe Islands and Denmark is covered by municipal tax revenues.


Another significant difference is that over 90% of preschool children in the Faroe Islands and Denmark have a full-time place in an early childhood setting, which is considerably higher than the figure for the USA and other countries. The main reason that the rest of children under school age in the Faroe Islands and Denmark are not in early childhood settings is that there is state-financed maternity leave throughout most of the first year of a child’s life.

The biggest difference, however, between the Faroe Islands and the USA, and even Denmark, is probably that the introduction of formal school learning is much later in the Faroe Islands. In Denmark, this starts at the age of six and in the USA, at age five. Children in the Faroe Islands are not introduced to formal school learning until the age of seven when they start school.


Likewise, the work carried out in Faroese early childhood settings is little marked by academic learning. The Faroese Early Childhood Setting Act from 2000 says that the goal is “with care, in a secure and child-friendly environment, to develop and shape children in the best possible way” (my translation). In accordance with this goal and my in-depth knowledge of the Faroese early childhood field, I find Baumfield’s (2013) description to be a good characterization of the focus areas of pedagogues (preschool teachers) in early childhood settings in the Faroe Islands and Denmark. In line with Baumfield’s (2013) description, pedagogues in early childhood settings do not teach in a structured way literacy, numeracy etc., but their focus is rather on children’s overall development, involving a firm belief in the importance of learning through play and in nurturing the child’s natural curiosity. Further, a common way of understanding the concept of “pedagogy” in the Faroe Islands and Denmark can be illuminated with the words of Petrie et al. (2012, p. 225): “‘Pedagogy’ implies that you are working with the whole child: body, mind, feelings, spirit and creativity. Crucially, the child is seen as a social being, connected to others and at the same time with their own distinctive experiences and knowledge.”


After six years as a researcher in the field of early childhood in the Faroe Islands, my impression is that, unfortunately, there is too sharp a division between formal learning in schools and broader pedagogical activities in early childhood settings in the Faroe Islands.

After a six-month research stay in USA, my impression is that formal learning and broader pedagogical activities blend with each other in early childhood centers in the USA. However, it also appears to me that school-like learning activities in early childhood centers in the USA are more valued than the broader pedagogical activities. I have indicated previously that early childhood education needs to enhance a certain amount of formal learning, but at the moment it seems to me, that in the USA it has tipped too much over to that side. Hence there is a danger of losing focus on securing development of the whole child: body, mind, feelings, spirit and creativity. I find it important to remember that children in early development stages need a holistic development approach that nurtures the child’s natural curiosity through play.

 

REFERENCES:

Baumfield, V. M. (2013). Pedagogy. In D. Wyse, V. M. Baumfield, D. Egan, C. Gallagher, L. Hayward, M. Hulme, R. Leitch, K. Livingston, I. Menter & B. Lingard, Creating the Curriculum, (pp. 46-73). London: Routledge.

Petrie, P., Boddy, J. Cameron, C., Heptinstall, E., McQouil, S., Simon, A. & Withfall, V. (2012). Pedagogy: a holistic, personal approach to work with children and young people, across services. In L. Miller, R. Drury & C. Cable, Extending Professional Practice in the Early Years (pp. 223-233). London: Sage.

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Building Community Partnerships for Lasting Impact

By Cara Murdoch and Sherry Rocha • December 12, 2025
By Cara Murdoch and Sherry Rocha Community collaborations can strengthen your early childhood program, expand services for families, and increase your visibility and credibility as a trusted resource in the community. But effective partnerships don’t begin with a phone call—they start with a plan. Start with internal planning Before reaching out to community members or organizations, gather insights from your internal team. Hold a brief planning meeting to discuss goals, identify needs, and build a shared vision for collaboration. Consider including: Members of your board of directors or advisory board Program staff members Interested family members and parents of enrolled children. REVISIT your mission and goals A clear, shared understanding of your program’s purpose will guide effective partnerships: Before reaching out to community members or organizations, gather insights from your internal team. Hold a brief planning meeting to discuss goals, identify needs, and build a shared vision for collaboration. Consider including: What is your mission? What strengths and expertise do we bring to the community? What challenges do our enrolled families face? What support or resources would be most helpful? What can we offer potential partners in return? Clarity about these questions will ensure that your outreach to community members and organizations is focused and meaningful. Learn about local resources Begin exploring the services and organizations that exist in your community. These may become valuable referral partners or direct collaborators. Examples include: Early intervention services Family support agencies Mental health providers Multilingual tax-preparation volunteers Knowing these resources helps you connect families with the help they need. share your space and services Your early childhood center may be a valuable asset for other groups. Consider offering your space to other programs or groups to strengthen your role as a community hub. Possibilities include: Scouting America or Girl Scout meetings Parenting workshops or support groups Health screenings or nutrition programs Community committee meetings participate in community events Raising visibility in your community opens doors to partnership. Become involved in: Neighborhood clean-up days Local fairs or festivals Library literacy events Cultural celebrations School district events These types of interactions naturally build trust and relationships. build and expand your network Partnerships often begin with small conversations or shared goals. Stay curious and connected—the more people you meet, the more opportunities arise. Potential collaborators include: Museums Public libraries Human services departments Colleges and universities Local schools Cooperative Extension services Hospitals and clinics Banks and financial advisors Mental health agencies Early intervention programs Remember: partnerships are mutually beneficial Successful collaborations are built on: Clear communication Shared goals Appreciation for each other’s strengths A commitment to supporting families and the community Whether the support you receive is financial, advisory, or educational, strong partnerships help everyone thrive. A final thought Community partnerships don’t happen overnight. With the proper planning, your early childhood program can become a powerful and connected resource in your neighborhood. Start small, stay open to ideas, and let relationships grow.
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