Secularism and religious holidays in kindergartens: a comparative study of Australia and Norway

Early childhood education and care (ECEC) policies vary widely worldwide, shaping the values and beliefs of young children. Neglecting religious identity, particularly in public ECEC settings, is problematic, as religion can be integral to cultural identity. This article examines how ECEC policies in Australia and Norway reflect secularism and their impact on observance of religious holidays in two public kindergartens. Theoretical perspectives on secularism highlight the complexities of balancing secular and religious spaces in settings with diverse learner populations. Findings from semi-structured interviews revealed the complex interaction between secular policies and educators’ approach to observing religious holidays.