A central hypothesis in our research project; â€śDeveloping and strengthening the professional competences of kindergarten teachers: confronting neoliberal regulationâ€ť; is that a great deal of the work of kindergarten teachers is oriented towards creating coherence in the every life of children and their families. But this central function is threatened by neoliberal forms to the regulation of work in day care institutions.
In recent times; a number of neoliberal forms of regulation have been imple-mented in day care institutions. For example; there are now demands that institu-tions prepare specific plans for enhancing and testing childrenâ€™s linguistic devel-opment. These forms of regulation tends to separate certain â€ślearningâ€ť activities from other activities of â€śordinary careâ€ť; and to classify them as more important (Bernstein; 2000). At the same time; these activities seem to offer the profession-als a chance to shed light on their otherwise hidden; unnoticed and invisible work. But we think that the professional competences of the kindergarten teachers are expressed in many other activities and situations in the everyday life in day care institutions. Our project intends to raise awareness of how professional compe-tences (In Danish: â€śfaglighedâ€ť) are expressed in many ways other than those that the neoliberal forms of regulation focus on. This should be used to formulate po-litical alternatives to neoliberalism based on the necessity of a coherent and sus-tainable everyday life.