This presentation topic outlines recent remarkable gifted education policy and research changes in Sweden. We outline a) Swedish cultural ambition for egalitarianism and traditional social negativity toward giftedness; b) policy and leadership changes within the last 10 years in Sweden at national and municipal levels; c) an overview of recent research grants and publications from Sweden, including a doctoral programme funded at approx. 37 million Euro; and d) implications for psychological wellbeing of gifted students and teachers. The aim of the presentation is to share a sense of optimism for gifted students and the teaching community which we hope can be useful to others. Lewin’s Force Field Theory plays a useful role in our analysis of factors such as alignment of policy and public agenda, and global-local needs. Our methodology includes historical review, literature review, and narrative. The findings of our reviews are that: gifted education can operate alongside ‘one school for all’ philosophy’; research plays an important role in evidence-based discussions; and investment in needed for teacher professional learning and local innovations. Our conclusions are that change operates on many levels and when social forces align, horizons expland and significant positive change is possible.

In 2023 the first large ECHA training started in Sweden, and in Scandinavia, through Karlstad University. In this presentation we will share how this program for an ECHA certificate is arranged. An important part is the so called Treffekt® which is an agreement between Karlstad University, the employer, and the participant of the training. Through Treffekt® the school leaders agree on supporting the participant throughout the training, and to plan for how to use the new competence. The training for an ECHA certificate is divided into three courses (15  ECTS). The first course is theory building in which the participants read, discuss and have workshops on different themes relating to high ability. In the second course they plan for an upcoming research study. In the final course the participants implement their study and scientifically explore their outcomes. The product is a scientific report about the study. We expect those products to become rich material that also benefits other schools and regions in Sweden and perhaps also for other countries. Ongoing offerings of the courses and collation of these reports will contribute to a valued body of work which in turn can transform local policy and practice.

This study explores how assessment is presented in Swedish early years’ steering documents and considers risks for young gifted students in relation to assessment (or lack thereof). Document analysis was undertaken on, firstly, Swedish curriculum documents for the preschool and for the compulsory school, and secondly, mapping materials used in the preschool class with six-year-old children. Results show that assessment is not a term used in Swedish early years curricula. Instead, preschool teachers are asked to evaluate their own practice; preschool class teachers are asked to engage with mapping and only to consider working toward later assessment goals in year 3 of school. A plethora of alternative assessment terms are used in the curriculum without definition. Giftedness is also invisible in the curriculum. However, the mapping materials used with six-year-old students in the subject areas of mathematics and Swedish do encourage teachers to consider children who achieve mastery early. Further, these materials provide supportive questions and activities for teachers to use in exploring further. The specific examples of assessment discourses and the need to consider gifted children are combined in this article to highlight aspects of teacher work that are important for the educational rights of an often-forgotten group of learners.

Giftedness is a special education need that can receive more attention in Nordic early years’ education. Here, we draw upon examples provided in early years’ research literature and on a new narrative example of practice to illustrate inclusive and responsive teaching possibilities where gifted children’s special learning needs are acknowledged. Gifted children have a need for specific cognitive support and a need for social and emotional support. Specific strategies to account for such support include curriculum differentiation, higher-order questioning, partnerships, and opportunities to work with like-minded peers. Through a framework for engaging with gifted education in the early years titled SPARK, with the elements support, policy, awareness, relationships, and knowledge, giftedness in inclusive education is illustrated and discussed. The elements were inclusively integrated in the everyday context of a Swedish preschool that caters for children with various abilities and needs. There is a policy mandate for teachers to engage with gifted education in Sweden; however, it is largely implicit, and more work is required before the special needs of gifted children are explicitly recognised.

This article presents the concept of internationalisation and explores related discourses within the context of early childhood education. The provision of educational experiences for children prior to commencing school can be understood and enacted in many ways and such provision is typically country- and culture-specific. This article elaborates on the variation within which early childhood education opportunities are afforded to children and understood in the profession. Four qualitative, autobiographical narratives explore intercultural practices in New Zealand and Sweden, using aspects of Sorrell's (2016) intercultural framework to illustrate how internationalism links to early childhood education teacher education. The model's six key elements of (i) inquiry, (ii) framing, (iii) positioning, (iv) dialogue (v) reflection and (vi) action inform our perceptions and experiences as early childhood educators, and the influence of internationalisation on practice.

Course materials in teacher education programmes are one of the means to support student teachers to learn content knowledge and pedagogical theories. The materials are chosen to support their learning in a range of areas, and this article presents the findings of a study that explored how Swedish preschool student teachers perceived their course materials in relation to internationalisation and intercultural practice. Questionnaires were administered to students in a preschool teacher education at a Swedish university through the Survey and Report tool, and 94 students responded. Findings indicate that the responding student teachers valued content and materials for three key reasons: (i) materials that were localised, (ii) practice-oriented, and (iii) prepared them for working specifically in Swedish preschools. Identity as a Swedish preschool teacher (Swedish context and preschool teaching focus) appeared to be of greater influence in determining the responding students’ value of content than the higher education goals of globalisation and internationalisation.

Interviews with nine higher education academics from found difference between Australian and New Zealand, and Swedish perspectives regarding how capital and lower case letters should be used in early childhood education (ECE). In each cultural context participants thought their own way was the right and usual way. Australasian respondents indicated that use of a capital letter was to only be used at the start of a name or start of a sentence (e.g. the name Ella). Swedish participants indicated that the full use of capitals was the more common way text was used in Swedish preschools (e.g. the name ELLA). Australasian participants added attention to how text looks in books, school traditions and conventions in written text (conventions-based approach), whereas Swedish participants attended to text in the wider environment, early childhood and family traditions, and natural choices children made from their own perspective (natural methods approach). The fndings support the assertion that writing and broader literacy learning is more than process, traditions are culturally and socially constructed, and mediated. Teacher awareness of differing literacy traditions is important if they are to respond to cultural diversity and globalisation. Because early childhood curricula give a mandate to respect cultural diversity, there cannot only be one right way to write text.