Aarhus, Denmark’s second-largest city, mirrors the national commitment to high-quality, child-centered early education. Children attend “vuggestue” or “børnehave” before beginning formal schooling at six ([Reference 1]).
Aarhus strongly aligns with Denmark’s national learning framework (“Læreplanstemaer”) ([Reference 2]), which promotes holistic child development through play, creativity, social interaction, and exploration. Special emphasis is placed on outdoor learning, with many kindergartens integrating “forest school” principles—encouraging children to experience nature daily.
The municipality invests heavily in early intervention strategies to support vulnerable children. Programs like “Tidlig Indsats” (Early Effort) provide targeted support for children from disadvantaged backgrounds ([Reference 3]).
Bilingualism and multicultural understanding are also key focuses in Aarhus, where international families are increasingly common. Language stimulation programs help non-Danish-speaking children integrate smoothly.
As a kindergarten director, I am particularly inspired by Aarhus’s proactive, inclusive approach—showing that early, personalized support combined with respect for every child’s individuality can create a powerful foundation for lifelong growth.

References:

• [1] Ministry of Children and Education, Denmark: Overview of Early Childhood Education

• [2] Læreplanstemaer (Learning Themes Framework)

• [3] Aarhus Municipality: Tidlig Indsats (Early Intervention Programs)

デンマーク第2の都市オーフスは、全国的に掲げられている「子ども中心の質の高い幼児教育」への取り組みを忠実に反映しています。
子どもたちは「ヴッゲストゥエ（vuggestue）」や「ブーネハーヴェ（børnehave）」に通い、6歳から正式な学校教育に進みます。
オーフスでは、「幼児教育カリキュラム枠組み（Læreplanstemaer）」に基づき、遊び、創造性、社会的交流、探究心を通じた全人的な発達が重視されています。特に屋外活動が重視され、「フォレストスクール」の理念を取り入れ、自然体験を日常的に組み込む園も多くあります。
また、社会的に脆弱な家庭の子どもたちを支援するため、「早期介入プログラム（Tidlig Indsats）」が導入され、きめ細かな支援が行われています。
国際化が進むオーフスでは、多文化理解や非デンマーク語話者向けの言語刺激プログラムも推進されています。
子ども一人ひとりの個性を尊重し、早期からきめ細やかな支援を行うオーフスの取り組みは、未来を見据えた幼児教育のあるべき姿を示していると感じます。

Copenhagen, the capital of Denmark, embodies the country’s child-centered, play-based approach to early childhood education. Children typically attend daycare institutions called “vuggestue” (ages 0–3) or “børnehave” (ages 3–6) before entering formal schooling at age six ([Reference 1]).
Denmark’s Framework for Early Childhood Education (“Læreplanstemaer”) ([Reference 2]) emphasizes six areas of child development: personal development, social competencies, communication and language, body and movement, nature and science, and cultural expression.
Municipalities like Copenhagen offer substantial subsidies, making early education affordable for all families. Additionally, “Integrated Institutions” combine daycare and kindergarten under one roof, providing continuity of care and learning.
Special efforts are made to support children with diverse backgrounds and needs through inclusive education models, following the national “Act on Daycare” which promotes equality and diversity ([Reference 3]).
As a kindergarten director, I find Copenhagen’s model exemplary: prioritizing well-being, autonomy, and a lifelong love of learning through gentle, holistic early education rooted in trust and community.

References:

• [1] Ministry of Children and Education, Denmark: Overview of Early Childhood Education

• [2] Læreplanstemaer (Learning Themes Framework)

• [3] Act on Daycare, Denmark (Dagtilbudsloven)