Hilde Dehnæs Hogsnes

Hilde Dehnæs Hogsnes serves as Associate Professor in the Department of Pedagogy within the Faculty of Humanities, Sports and Educational Sciences at the University of Southeast Norway, where she has been employed continuously since 2007. Her academic work centers on early childhood education transitions, particularly examining continuity between kindergarten, school, and after-school programs (SFO), with significant contributions to national policy frameworks and educator practice.

Her educational background includes:

• Preschool Teacher Qualification, Vestfold University College (1986)
• Master's Degree in Kindergarten Education, Oslo University College (2005-2007)
• PhD in Educational Transitions, University of Southeast Norway (2016)

Professor Hogsnes' research investigates play-based learning integration across institutional boundaries and children's experiences of continuity during educational transitions. She examines how books function as boundary objects, analyzes Nordic policy documents regarding literacy in kindergarten, and evaluates SFO program quality through multi-method approaches. Her work bridges theoretical frameworks with practical implementation, emphasizing child perspectives and institutional collaboration.

Analysis of her 15 most recent publications reveals consistent focus on transitional continuity (73% of works), play-based pedagogy (60%), and policy implementation (53%), with growing emphasis on comparative Nordic frameworks since 2017. Her research spans educational sociology, child development, and policy studies, characterized by multi-stakeholder methodologies.

As head of the Children's transition from kindergarten to school and early childhood education research group, she supervises master's students and leads projects evaluating municipal SFO programs and developing national guidelines. Her work directly informs Norwegian education policy through contributions to the National Framework Plan for SFO and Language/Text/Communication guidelines in kindergarten teacher education.

Professor Hogsnes maintains active collaboration with municipal education authorities and national bodies including Knowledge Center for Education, while contributing as peer reviewer and presenter for OECD transition reports. Her practitioner background (18 years as kindergarten leader) enriches her academic perspective on policy-practice connections in early childhood education.