We analyse policy in Finland and Sweden in the
post-1970s. Our research questions are: What are the key policies and
goals for ECE, and the governance mechanisms in the sector? What are the
policy and pedagogical ideas that define policy and change? Finland and
Sweden invest substantially on ECE and developed delivery that is
regulated by the state (Alila, 2013; Martin-Korpi, 2014). Expansion
policies are underpinned by views on children’s' rights, equality and
welfare (Vallberg-Roth, 2012). We examine 216 the changing policy ideas
and institutional mechanisms for ECE provision and how these are
affected by wider policy reforms. We combine two theoretical
perspectives: A historical-policy approach on institutional formation
(Mahoney & Thelen, 2010); and an examination of the role of ideas in
the policy process (Schmidt, 2008). We view policy as dynamic, but also
shaped by history, administrative traditions, and policy ideas that can
instigate change of policy direction. We employ historical policy
analysis. Our methods consist of documentary analysis and compilation of
statistics (Alexander, 2000). Ethical consideration is given to a fair
and balanced representation of policy documents and literature to avoid
bias. Finland and Sweden have followed a similar trajectory of ECE
policies, but with: a time-lag in implementation; a distinct approach to
quasi-market provision; a different relation towards EU/OECD
frameworks. We find that: surface similarities of policy discourses in
different countries may hide differences in pedagogical assumptions
about practice; and, an understanding of institutional contexts and
values is necessary for the successful implementation of ECE reforms.