With the conditions of parenthood constantly changing, this book examines the reconfiguration of parenting as well as the political, institutional, and personal conditions that play a role in its development.
Juhl and Westerling take a social psychological approach to the state of Denmark's early childhood education policy, and the influence of government legislature on everyday family life. With contributions from guest authors Hansen, Lyndelse, and Stegeager, the volume seeks the answers to significant questions: what does the current political focus on early learning mean for parents and family living? How do transnational political agendas become meaningful in everyday life of parents and young children? How do new generations of parents come to understand themselves in the light of contemporary institutionalisation of parenthood? The discussion and answers to these questions shed light on the complexity of family practices and the perspectives of parents.
The book is relevant and insightful for researchers and scholars in family policy, parenthood, and early childhood education and care. It can also be used by early childhood educators and care practitioners, as well as policymakers. Moreover, students at the postgraduate level who study education, psychology, and sociology will also benefit from this volume.