Early Childhood Centers in USA and Faroe Islands/Denmark

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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My Bookshelf: Titles That Inspire, Inform, and Influence

By Barb Volpe • July 14, 2025

by barb volpe This summer, as I dove into Mindset : The New Psychology of Success by Carol Dweck, I found myself reflecting on the books that have shaped how I think, lead, coach, and grow—not just as a professional, but as a person. These books have informed how I show up in my work: how I support others, design and facilitate professional learning, and continue to learn myself. So, I thought I’d share what’s on my shelf—the books I’ve read and returned to, and the ones I’m looking forward to next. Maybe one will speak to you, too. Books I’ve Read (or Reread) This Year (These have sparked recent insights or support current work.) The PD book: 7 Habits that Transform Professional Development by Elena Aguilar and Lori Cohen . I love a book that is a perfect blend of the “why” and “how to” for designing transformational professional development. I am a big fan of Elena Aguilar’s books, and this is one of my favorites. Lose the Lecture: Engaging Approaches to Early Childhood Professional Learning by Teresa A. Byington . Another great book with lots of tips and strategies to engage early childhood adult learners. This book is great for those who facilitate (coaches, mentors, early childhood directors, and trainers). It gave me new tools for designing interactive sessions. Switch: How to Change Things When Change is Hard by Chip Heath and Dan Heath . A go-to resource on leading change, packed with memorable stories and practical strategies. The ideas of “directing the rider, motivating the elephant, and shaping the path” stuck with me. The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever by Michael Bungay Stanier . This book is approachable, concise, and surprisingly powerful—it offers a way to ask key questions for coaching in your regular routine. Onward: Cultivating the Emotional Resilience in Educators by Elena Aguilar . I found myself returning to this throughout the year. It’s not just a book—it’s a companion through the ups and downs of working in education. Books I Return to Again and Again (These books live close by. They are grounding, uplifting, and continue to offer new insights no matter how many times I read them.) Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults by Jane Vella . Every time I revisit this book, I’m reminded of the power of listening and true dialogue in adult learning. A must-read for anyone who facilitates learning. Circle of the Nine Muses: A Storytelling Field Guide for Innovators and Meaning Makers by David Hutchens . A playful and powerful guide to using storytelling in professional settings. I return to it when I want to bring more heart and creativity into facilitation. Inspiring Peak Performance: Competence, Commitment, and Collaboration by Paula Jorde Bloom, Ann Hentschel, and Jill Bella . An excellent guide for leaders aiming to build strong teams. It offers frameworks that feel grounded in real early childhood contexts. Reflecting in Communities of Practice: A Workbook for Early Childhood Educators by Deb Curtis, Debbie Lebo, Wendy C.M. Cividanes, Margie Carter . A hands-on, thoughtful workbook that helps teams go deeper together. The reflection prompts are gold for peer learning teams and coaching. The Art of Awareness: How Observation Can Transform Your Teaching by Deb Curtis and Margie Carter . Reading this feels like an invitation to slow down and truly see children. A beautiful reminder of why observation matters. Leading with Heart and Soul by Toni Christie . A heartfelt book on leadership that blends personal reflection with professional purpose. It speaks to the soul of early childhood leadership. I simply love this book; it brings me back to my “why”. Graceful Leadership in Early Childhood Education by Ann McClain Terrell . This book models leadership that is dignified, values-driven, and relationship-based. It’s like a wise mentor in book form. The Art of Possibility: Transforming Professional and Personal Life by Rosamund Stone Zander and Benjamin Zander . This book helps me reframe challenges and step into possibility. It’s equal parts philosophical and practical—a favorite when I need inspiration. Books Waiting for Me (On my “to-be-read” list, each is chosen with curiosity and intention. I’m looking forward to what they will teach me!) Power of Moments: Why Certain Experiences Have Extraordinary Impact by Dan Heath and Chip Heath Joy, Inc.: How We Built a Workplace People Love by Richard Sheridan Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang Breath: The New Science of a Lost Art by James Nestor Respect: An Exploration by Sara Lawrence-Lightfoot Exit: The Endings That Set Us Free by Sara Lawrence-Lightfoot These books have informed how I lead, learn, and reflect. I share this list not as a prescription, but as an invitation. I’d love to hear what’s on your bookshelf! Here are a few questions to get you thinking: What is a book that shaped your thinking or affirmed your values? Which titles do you return to again and again—and why? What kind of learning or growth are you seeking right now? Is there a book that might support that journey? What book would you recommend to someone stepping into leadership for the first time? Is there a story or quote from a book that has stayed with you? Each time I finish a good book, I feel like something in me has shifted—even if just a little. The stories, ideas, and questions stay with me and often show up in unexpected ways in my work and life. As Oliver Wendell Holmes Jr. said, “The mind, once stretched by a new idea, never returns to its original dimensions.” I share this list not because I have all the answers, but because these books have helped stretch my thinking—and maybe one or two of them will do the same for you.