Ellen Elvethon

Ellen Elvethon is an Assistant Professor at the Norwegian Centre for Learning Environment and Behavioral Research in Education, Faculty of Arts and Education, University of South-Eastern Norway. She is based at the Porsgrunn division and actively contributes to research in early childhood education and psychosocial environments in kindergartens.

Her research focuses on fostering inclusive learning environments, particularly through staff-parent collaboration to support peer relations among young children. She investigates how educators can effectively respond to negative social behaviors and bullying in toddler groups, emphasizing preventive strategies and relational competence.

• Early Childhood Education
• Psychosocial Learning Environment
• Inclusion and Peer Relations
• Bullying Prevention in ECEC
• Staff-Parent Collaboration
• Educational Leadership in Kindergartens

The analysis of her recent publications (2018–2025) reveals a strong thematic focus on the role of staff in shaping social dynamics in early childhood settings. Her work spans empirical studies, policy discussions (e.g., Chapter VIII of the Kindergarten Act), and practical interventions in Norwegian ECEC. A consistent thread is the promotion of inclusive, safe environments through professional development and systemic collaboration.

Ellen Elvethon actively presents her research at national and international conferences such as the World Anti Bullying Forum, EECERA, and Norwegian Barnehageforskningskonferansen. Her publications include book chapters, conference papers, and contributions to academic volumes on psychosocial well-being in kindergartens.

She collaborates closely with researchers including Ingrid Midteide Løkken, Thomas Moser, and Helene Berntsen Svensson. While no formal students are listed, her role as an assistant professor suggests involvement in mentoring and academic supervision. She has contributed to projects related to anti-bullying teams and inclusive practices in kindergartens, indicating engagement with practical educational reforms.

Her work is deeply embedded in the Norwegian educational context, particularly around the implementation of the Kindergarten Act and the promotion of safe, inclusive environments for all children. She contributes to both theoretical and applied aspects of early childhood behavioral research.