Thomas Moser

Thomas Moser is a full Professor in Early Childhood Education Research at the University of Stavanger, affiliated with the Norwegian Centre for Learning Environment and Behavioural Research in Education. He also holds an adjunct professorship at the University of South-Eastern Norway. His academic career spans several decades, with prior appointments at Buskerud and Vestfold University College and Vestfold University College, where he led research centers and master’s programs in ECEC.

• PhD in Sports Science, German Sports University, Cologne (2000)
• Master of Science in Sport Science, University of Vienna (1984)

His research focuses on early childhood education quality, motor and cognitive development, teacher competence, inclusive practices, and learning environments. He has led major national and international research initiatives and has advised governmental bodies on ECEC policy. His work emphasizes interdisciplinary approaches, combining insights from psychology, pedagogy, and health sciences.

His recent publications reveal a strong trend toward systematic and scoping reviews on ECEC quality, parent-professional partnerships, multisensory learning, and physical activity in early years. He frequently collaborates with researchers across Europe, particularly in Scandinavia, Germany, and the UK, and his work appears in leading journals such as Education Sciences, European Early Childhood Education Research Journal, and Teaching and Teacher Education.

• Member, Board of Trustees, Pädquis (Berlin)
• Expert Group on Kindergarten Teacher Role (Norwegian Ministry of Education)
• Chair, PhD-program PEDRES
• Co-founder and Chair, NAFOL (National Graduate School in Teacher Education)
• International advisory roles for OECD, Bertelsmann, and EU projects

Moser has supervised over 20 graduate students, including postdocs and PhD candidates, and has been instrumental in shaping teacher education and ECEC policy. He is actively involved in scientific societies such as EECERA and EARLI, and continues to lead large-scale research collaborations and institutional boards. He has also contributed to the development of national curricula and evaluation frameworks in Norway.