From that point on, the state and the municipalities have gradually obtained the biggest financial and pedagogical responsibility for the administration of these institutions.
Financial support was also made available in 1949 for institutions that had not been entitled to it before, as they did not meet the conditions of the act to the effect that they catered to children from disadvantaged families.
The right to pre-school education was also emphasised in the Social Assistance Act of 1976, which demanded that the municipalities create the necessary infrastructure to meet the needs of families.
However, as there are more parents requesting space in the first three types of institutions than there is space, municipalities distribute places taking into consideration the following categories of children: The Social Service Act stipulates that pre-school facilities shall form part of the total plan for general and preventive measures for children.
It is the general objective to create, in co-operation with the parents, a framework which favours the development, well-being, and independence of children.
These measures must ensure children have a normal day that at the same time give them security and challenges, and where close links with adults can develop.
[2] [3] In principle, pre-school teachers are free to choose content, working methods, didactical material, and so forth.