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Childrens good characters should be formed since their early time growing up because it is an individuals set of psychological characteristics that influence persons ability and inclination for function morally, as Marvin Berkowitz said (William Damond, 2002). Besides, Dimermen (2009:9), educational prationers identified 10 characters which have to be developed in children such as: 1) respect, 2) responsibility, 3) honesty, 4) empathy, 5) fairness, 6) initiative, 7) courage, 8) perseverance, 9) optimism, 10) integrity. These characters can be transferred by school as an agent of education, called character education. Megawangi (2004: 95) said that character education is a way to educate children in order to decide wise decision and practice it in regular life, so they can give positive contribution for environment. Moreover, character education is an education to develop good character from children, make them able to judge which one right or wrong, care deeply about the right and then doing what they believe to be right. Shortly, character education can be internalized habituation about what is right, so that student become understand (cognitive) about what is right and what is wrong, and can feel (affective) the values of good thing and always trying to do that (psychomotor). Character education has to consist moral knowledge, moral feeling, and moral action. It is related to the habit, so it has to be practiced all the time. Moreover, build the good character needs communities character including family, school, religious institution, information media, government, and all supported component close to the young generation. The roles of school in this case are stated in learning process, habituation, extracurricular, and socialize. To develop character from children, school should not create a new curriculum but must integrate all national system which has been strong basic in formal education world. That is the implication of the character education. Last but not least, the best way in forming good character for children is through the model. Teacher here is the main component who plays important role in giving kinds of good examples, even by interaction with the student, routine activities, or spontaneous and incidental activities in the school. From those points above we hope that our young generation has much capability not only in cognitive side, but also in their attitude, manner, and their personality. KEYWORDS: character, education, early childhood

La demande d'éducateur.rice.s de la petite enfance devrait augmenter alors que l'économie canadienne s'adapte à la fin de la pandémie de COVID-19 et que de plus en plus de Canadien.ne.s reprennent le travail en présentiel. Pour appuyer cette transition, le gouvernement fédéral a signé des accords bilatéraux avec les territoires et les provinces afin d'investir plus de 30 milliards de dollars dans la création d'un système universel de garde d'enfants à 10 dollars par jour. Ces mesures ambitieuses marquent un jalon dans l'histoire de la garde d'enfants au Canada. Cependant, il est difficile de savoir si le vivier actuel de diplômé.e.s en éducation de la petite enfance (EPE) sera suffisant pour répondre à cette demande accrue. L'analyse de données issues de la plateforme longitudinale entre l'éducation et le marché du travail (PLEMT) permet de dresser le constat selon lequel les personnes diplômées des programmes d'EPE ont tendance à être concentrées dans un nombre relativement restreint de provinces, proviennent principalement de collèges et obtiennent des résultats très modestes sur le marché du travail. Le présent article étudie la transition de carrière des diplômé.e.s en EPE et soutient que la faible rémunération ainsi que son potentiel pour signaler la dévaluation de la main-d'œuvre des services de garde d'enfants sont des facteurs contributifs de l'abandon du domaine par les professionnel.le.s en EPE. De plus, il examine les implications politiques de cette pénurie potentielle de professionnels de l'EPE.

This article argues that the rights of children should be at the heart of early childhood education policy development. It describes the free market framework inherited by the current government, highlights inequalities for children in income and participation in early childhood education and describes policy initiatives. These are analysed against yardsticks for effective government policy for children. The article concludes that there is currently a new valuing of early childhood education, and significant shifts in policy are in train. However, key to the success of these shifts will be the government's willingness to prioritise early childhood education and make hard decisions about planning, coordination and funding, or the policies will be unworkable.

Under the current National-led government the combined effects of a new political agenda and a world-wide recession have resulted in a discernible shift in policy priorities. Using a children's rights-based lens, this paper considers changes in early childhood policy during 2009 and argues that these shifts impact the integrity of the 10-year early childhood Strategic Plan introduced in 2002. They also put in question whether children's rights to high-quality early childhood education policy are really taken seriously within the policy arena. The issue of government's role in providing high quality early childhood services is highlighted as one that derives from children's citizenship rights. The paper concludes that a new critical ecology of the early childhood sector is emerging which uses a children's rights perspective to evaluate current policy and envision possible futures.

International organisations and the European Union (EU) regard high-quality Early Childhood Education (ECE) as an essential foundation for lifelong learning. Participation in high-quality pre-primary education has long-lasting positive effects on children's development and the benefits are greater for children from a disadvantaged background. This literature review is part of the Agency's Inclusive Early Childhood Education (IECE) project. The project's overall goal is to identify and analyse the factors that enable quality and effective pre-primary programmes for all children in inclusive early years settings. The review summarises major research and policy documents about quality Early Childhood Education and Care (ECEC) services internationally and particularly in Europe. It describes the development of policies and provision for ECEC with particular reference to children at risk and/or with SEN. It identifies the main characteristics of the early childhood educational contexts and the most relevant resources and strategies for quality provision, where all children have access and are enabled to participate actively in regular activities with their peers. Chapter 2 introduces the definitions of the main concepts of the study in relation to both ECE and inclusion. Chapter 3 summarises the main documents published by international organisations and reviews the main EU policy developments related to ECE/IECE which define the context in this area. Chapter 4 reviews the latest literature describing the benefits of quality ECE/IECE for children at risk and children with SEN. Chapters 5 to 10 bring together the relevant academic research on the important factors that affect the quality of early childhood education provision from the perspective of inclusive education. These are framed within the five principles identified by the European Commission's Thematic Working Group on ECEC (2014), namely: Access/transition procedures; Workforce; Curriculum/content and pedagogy; Governance/funding; and Monitoring/evaluation. ...

Playcentre is a parent cooperative early childhood service where parents are trained and supported as the educators in the service. Once considered a 'mainstream' service, policy has increasingly marginalised Playcentres in favour of supporting teacher-led services. This article gives a background of parent cooperative services, and then reviews policies of the fifth National government from 2008, with an emphasis on how these policies have accommodated or excluded Playcentre. This review is presented as an argument for maintaining diversity in the early childhood education and care sector by developing policy which accommodates parent cooperative services.

Date of publication from "1888-1984, Missouri Agricultural Experiment Station and Cooperative Extension Service publications" ; "The sixties witnessed tremendous social change in the United States. Supreme Court decisions in the mid-fifties, supported by monumental legislative enactments ten years later and millions in federal funding changed American schools into a vehicle for social change. Powerful voices of new leadership demanded representation for the culturally-different, economically and educationally disadvantaged, minority citizens of our nation. The War on Poverty and the goals of the Great Society focused on equality of educational opportunity as a means to make a better social and economic future for the children of these groups a reality. The challenge for the educational system was an unprecedented one. The school's responsibility was to determine improved ways of preventing or compensating for the accumulated educational deficits seen in children labeled as disadvantaged--deficits viewed as having roots outside the classroom setting."--from Introduction. ; Stevie Hoffman and Carl Fehrle (Editors, University of Missouri-Columbia )

This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation and problem-solving. By introducing science in developmentally appropriate ways, we can support young children's sensory explorations of their world and provi