The Challenge of Care: Early Childhood Education and Care in Canada and Quebec
In: Studies in political economy: SPE, Band 81, Heft 1, S. 49-76
ISSN: 1918-7033
45791 Ergebnisse
Sortierung:
In: Studies in political economy: SPE, Band 81, Heft 1, S. 49-76
ISSN: 1918-7033
In: Studies in political economy: SPE ; a socialist review, Heft 81, S. 49-76
ISSN: 0707-8552
This article draws on recent research on the impact of Covid-19 on the early childhood education (ECE) sector in Aotearoa. It discusses the innovative ways that ECE services found to communicate with families and children and maintain an education programme during lockdowns, the essential role they played in childcare for children of essential workers, and the approaches some took to "working in solidarity" with children, families, and community. The article discusses crucial issues that need attention at policy and organisational levels. These include new issues that arose during lockdowns, and enduring issues that have intensified. The consequences of three decades of neoliberalism, privatisation and marketisation are briefly discussed and a reimagined vision is put forward.
BASE
This article explores discourses of economic investment and child vulnerability that have become dominant under New Zealand's National-led Government as a rationale for policy directions in early childhood education. It highlights the need for explicit values about children and childhood to be a basis for early childhood policy development, with a commitment to equity and democratic citizenship being a good place to start. The article draws on policy document analysis, policy evaluations and research to argue that current policies have run counter to a democratic view of citizenship, and led to a swing away from universal approaches to education for all towards targeted interventions for priority children. At the same time, a drive for measurable outcomes is in danger of funnelling early childhood education into narrow goals that bypass a broad view of what education might possibly be. Ideas for future policy directions are discussed.
BASE
In: International journal of academic research in business and social sciences: IJ-ARBSS, Band 6, Heft 12
ISSN: 2222-6990
In: Global social policy: an interdisciplinary journal of public policy and social development, Band 12, Heft 2, S. 129-148
ISSN: 1741-2803
The article analyses how the implementation of early childhood education plans in Finland is linked with international trends and what happens in the process through which such worldwide ideals are domesticated to the local conditions. Through a detailed analysis of different stages of the process, the article sheds light on the question of how, to what extent and at which levels the national path of change is converged with those in other countries. The results show that the early childhood education system has not fully met its declared objectives. However, it is emphasized that declared objectives of a reform must not be confused with the 'original', perhaps worldwide model, which is then contrasted with actual practices. Similarly, the actual form that the new practices assume must not be mistaken for the effect of a genuinely national tradition. Rather, the ideals and objectives stated in the documents related to the reform in question must be seen as part of the political process and of a global form of governance that the reformed policy represents. Not only the model being domesticated but the rationalities, counterarguments and forms of resistance which different parties invoke to defend their interests are often transnational.
In: Laiti , M & Määttä , K 2022 , ' An ecocultural consideration of Sámi early childhood education ' , European Journal of Education Studies , vol. 9 , no. 2 , 2 , pp. 62-78 . https://doi.org/10.46827/ejes.v9i2.4149
The Sámi is the only indigenous people in the EU. The Sámi live in the Arctic region in Finland, Norway Sweden, and Russia. Nature and natural lifestyles, respect for the nature and sustainability make an important part of the Sámi culture. Today's rapid environmental, economic, and political developments pose a threat to the continuity of traditional values. Early childhood education (ECE) has a strong supportive role in the maintenance, transmitting,and strengthening of the Sámi cultures and languages. This research describes the implementation of Sámi ECE by the narratives of Sámi early childhood educators. Special focus is on the pedagogy educators use to strengthen children's connectedness to nature, respecting nature and living in nature. The theoretical foundation is the eco-cultural theory. The Sámi Parliament has composed a core curriculum and a guide for the daily practices of the Sámi ECE. The research participants (N=23) represent various educational professions. The data comprised personal interviews. The data was analysed with qualitative content analysis. The significance of the nature appeared at many levels of ECE. The research provided grounds for early education which is culturally sustainable as it leans on the cultural tradition and the strong relationship with the nature.
BASE
In: http://www.ijccep.com/content/9/1/2
Abstract Early childhood workforce sustainability is an important issue, with implications for children, families and national productivity, as well as for educators themselves. Yet, in many national contexts, workforce challenges continue to undermine efforts to support sustainability. In this article, we evaluate efforts to address early childhood workforce challenges in the Australian context, where extensive early childhood reforms are underway. We argue that attempts to address workforce challenges in current policy initiatives are limited and may be insufficient for sustaining the early childhood workforce in the long term. Given the critical role that the early childhood workforce plays in Australia's early childhood reform agenda, we then consider how workforce sustainability could be rethought and other possibilities generated for addressing entrenched workforce challenges. We conclude by arguing that greater attention to the everyday politics of educators' practice, along with the forces shaping these milieux, may be a way of generating new possibilities for supporting workforce sustainability.
BASE
In: Wiener Beiträge Zur Islamforschung Ser.
Intro -- Preface -- Contents -- Editor and Contributors -- Religious-cultural diversity and Early Child Education -- Shared Reading for Valuing Diversity and Fostering Language Acquisition -- Abstract -- 1 Introduction -- 2 Fostering Language Acquisition and an Adaptation Profile of Integration Rather Than Assimilation -- 3 Culture of Recognition -- 4 Shared Reading -- 5 Sequence Analysis of a Shared-Reading Situation -- 6 Implications for Pedagogy -- 7 Conclusion -- References -- Integration Migration and Islam as a Challenge for Early Childhood Education -- Abstract -- References -- The Role of Socialization Processes and "Cultural Concepts" in Cooperation with Parents of Migrant Backgrounds in Institutions of Early Childhood Education -- Abstract -- 1 Introduction -- 2 Different Parent and Family Models -- 3 Ahistorical Thinking and Monocultural Perceptions in Institutions -- 4 Family Images in Institutions and Demands of Institutions -- 5 Images of the Child -- 6 Background: Migration and Flight -- 7 Experiences of Devaluation and Intercultural Reflection -- 8 Ethnocentrism and the Need of Intercultural Competence -- 9 Cooperation with Parents: Formats and Offers -- 10 Diversity as Background of Institutional Offers and Practices-Conclusion -- References -- Attitudes Towards Religion in Kindergartens-an Ethical Discussion -- Abstract -- 1 Introduction -- 2 The Significance of Framework Planning and the Issue of Indoctrination -- 2.1 The Process Towards a National Framework Plan -- 2.2 Core Values and Learning Areas -- 2.3 Preliminary Discussion -- 3 How Can Teachers Be Better Prepared with Regard to Religious and Cultural Diversity? -- 3.1 Religion in Kindergarten and Educators' Attitudes -- 3.2 The Meaning of Religious Truth -- 3.3 Religious and/or Cultural Identity.
The government is attempting to obtain the access of Early Childhood Education pro- grams providing educational assistance. Unfortunately, the government has spent funds to calculate the unit costs that should not occur in the real world of education. In consequence, the aims of this study are to (1) calculate the amount of operational unit costs for Early Childhood Education pro- grams, and (2) enumerate variations and projections of the amount of the operational unit costs in Early Childhood Education programs by region category. This study uses quantitative data with pop- ulation of all Early Childhood Education institutions in Indonesia. The unit of analysis of this re- search is Early Childhood Education institutions consisting of kindergarten, Playgroup, Daycare, and ECCD units. The findings are that the highest operating unit cost is in TPA because there is a full day of service. Next is a Kindergarten institution because at this institution already has a special curriculum to prepare the child proceed to the level of basic education. Then the unit cost is the highest area in the eastern region. Recommendation in determining the amount of financial assistance it is necessary to consider the amount of operational unit costs so that the purpose of providing fi- nancial assistance is to improve access and quality can be achieved. Keywords: Early Childhood Education, Operational Unit Cost, Fund Aid Reference Afmansyah, T. H. (2019). Efektifitas Dan Efisiensi Pembiayaan Pendidikan. INA-Rxiv Paper. https://doi.org/10.31227/osf.io/5ysw4 Akdon. (2015). Manajemen Pembiayaan Pendidikan. Bandung: PT Remaja Rosdakarya. Aos, S., & Pennucci, A. (2013). K–12 CLASS SIZE REDUCTIONS AND STUDENT OUTCOMES: A REVIEW OF THE EVIDENCE AND BENEFIT–COST ANALYSIS. Washington State Institute for Public Policy, (13), 1–12. Azhari, U. L., & Kurniady, D. A. (2016). Manajemen Pembiayaan Pendidikan, Fasilitas Pembelajaran, Dan Mutu Sekolah. Jurnal Administrasi Pendidikan, 23(2). Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Bijanto. (2018). Mengakreditasi PAUD dan PNF. Retrieved from https://banpaudpnf.kemdikbud.go.id/berita/mengakreditasi-paud-dan-pnf Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., Nakajima, N., & Pradhan, M. (2017). The role of preschool quality in promoting child development: evidence from rural Indonesia*. European Early Childhood Education Research Journal, 25(4), 483–505. https://doi.org/10.1080/1350293X.2017.1331062 Campbell-Barr, V. (2019). Interpretations of child centred practice in early childhood education and care. Compare, 49(2), 249–265. https://doi.org/10.1080/03057925.2017.1401452 Chandrawaty, Ndari, S. S., Mujtaba, I., & Ananto, M. C. (2019). Children's Outdoor Activities and Parenting Style in Children's Social Skill. Jurnal Pendidikan Usia Dini, 13(November), 217–231. https://doi.org/https://doi.org/10.21009/JPUD.132.02 Chrystiana, N., & Alip, M. (2014). Komponen Biaya Dan Biaya Satuan Operasi Pendidikan Taman Kanak-Kanak (Studi Kasus Di 3 Taman Kanak-Kanak). Jurnal Akuntabilitas Manajemen Pendidikan, 2(1), 70–80. https://doi.org/10.21831/amp.v2i1.2410 Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank http://ideas.repec.org/b/wbk/wbpubs/22376.html Publications. Retrieved from Firdaus, N. M., & Ansori, A. (2019). Optimizing Management of Early Childhood Education in Community Empowerment. Journal of Nonformal Education, 5(1), 89–96. https://doi.org/10.15294/jne.v5i1.18532 Harris, D. N. (2009). Toward policy-relevant benchmarks for interpreting effect sizes: Combining effects with costs. Educational Evaluation and Policy Analysis, 31(1), 3–29. https://doi.org/10.3102/0162373708327524 Hasan, A., Jung, H., Kinnell, A., Maika, A., Nakajima, N., & Pradhan, M. (2019). Built to Last Sustainability of Early Childhood Education Services in Rural Indonesia. Retrieved from http://www.worldbank.org/prwp. Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the HighScope Perry Preschool Program. Journal of Public Economics, 94(1–2), 114– 128. https://doi.org/10.1016/j.jpubeco.2009.11.001 Hollands, F., Bowden, A. B., Belfield, C., Levin, H. M., Cheng, H., Shand, R., . Hanisch-Cerda, B. (2014). Cost-Effectiveness Analysis in Practice: Interventions to Improve High School Completion. Educational Evaluation and Policy Analysis, 36(3), 307–326. https://doi.org/10.3102/0162373713511850 Howard, S. J., & Melhuish, E. (2017). An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms. Journal of Psychoeducational Assessment, 35(3), 255–275. https://doi.org/10.1177/0734282916633009 Institute of Medicine (Author), National Research Council (Author), Division of Behavioral and Social Sciences and Education (Author), and Families Board on Children, Youth (Author), C. on S. B.-C. M. for the E. of E. C. I. (Author). (2009). Strengthening Benefit-Cost Analysis for Early Childhood Interventions: Workshop Summary (A. Beatty, Ed.). Washington DC: National Academies Press. Keith, R. s. (2018). The Cost of Inequality: The Importance Of Investing In High Quality Early Childhood Education Programs (University of Colorado Springs; V ol. 53). https://doi.org/10.1017/CBO9781107415324.004 Lamy, C. E. (2014). American Children in Chronic Poverty: Complex Risks, Benefit-Cost Analyses, and Untangling the Knot. United Kingdom: Lexington Books; Reprint edition. Levin, by H. M., McEwan, P. J., Belfield, C. R., Bowden, A. B., & Shand, R. D. (2017). Economic Evaluation in Education: Cost-Effectiveness and Benefit-Cost Analysis (Third Edit). California: Sage Publication. Levin, H. (2001). Waiting for godot: Cost-effectiveness analysis in education. New Directions for Evaluation, 2001(90), 55–68. https://doi.org/10.1002/ev.12 Lovchinov, V. A., Mädge, H., & Christensen, A. N. (1984). On the thermodynamic properties of Vnx. In Materials Letters (Vol. 2). https://doi.org/10.1016/0167-577X(84)90080-6 Mujahidun. (2016). Pmerataan Pendidikan Anak Bangsa: Pendidikan Gratis Versus Kapitalisme Pendidikan. Tarbiyatuna, 7(1), 38–52. Nakajima, N., Hasan, A., Jung, H., Brinkman, S., Pradhan, M., & Angela Kinnel. (2016). Investing in school readiness : an analysis of the cost-effectiveness of early childhood education pathways in rural Indonesia. World Bank Research Working Paper, (September), 1–45. Retrieved from http://documents.worldbank.org/curated/en/656521474904442550/Investing-in-school- readiness-an-analysis-of-the-cost-effectiveness-of-early-childhood-education-pathways-in- rural-Indonesia Pidarta, M. (2013). Landasan Kependidikan Stimulus Ilmu Pendidikan Bercorak Indonesia. Jakarta: Rineka Cipta. SISDIKNAS, U. (2003). Undang-undang Sisdiknas No 20 Tahun 2003. (1). Suyadi, S. (2017). Perencanaan dan Asesmen Perkembangan Pada Anak Usia Dini. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 65–74. Retrieved from http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1251 Tedjawati, J. M. (2013). Pendanaan Pendidikan Anak Usia Dini. Jurnal Pendidikan Dan Kebudayaan, 19(3), 346. https://doi.org/10.24832/jpnk.v19i3.294 UNESCO. (2013). Why every child deserves a quality education. 1–16. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000223826 West, A., & Noden, P. (2019). 'Nationalising' and Transforming the Public Funding of Early Years Education (and care) in England 1996–2017. British Journal of Educational Studies, 67(2), 145–167. https://doi.org/10.1080/00071005.2018.1478058 West, A., Roberts, J., & Noden, P. (2010). Funding Early Years Education And Care: Can A Mixed Economy Of Providers Deliver Universal High Quality Provision? British Journal of Educational Studies, 58(2), 155–179. https://doi.org/10.1080/00071000903520850
BASE
In: Journal of employment counseling, Band 19, Heft 3, S. 135-139
ISSN: 2161-1920
The passing of federal Public Law 94–142 has created new job opportunities for teachers trained in both early childhood and special education.
The article analyses a market-based approach to early childhood education (ECE) provision and the growth of for-profit ECE provision, evidence about 'quality' and accessibility, and problems occurring when a need for private profit conflicts with the best interests of families and children. The issue of for-profit provision is set within the context of international developments and solutions in Europe, UK, US and Canada. Immediate steps that might be taken for a democratic system of community-based and public early childhood education in Aotearoa New Zealand are pinpointed. Overall, the article offers possibilities for asserting democratic values as a way towards alternatives in Aotearoa New Zealand's early childhood education provision.
BASE
In: Social service review: SSR, Band 84, Heft 3, S. 461-490
ISSN: 1537-5404
In: World Bank Policy Research Working Paper No. 6794
SSRN
Working paper
The study examined the areas of Government's involvement as stated in the national policy on early childhood education in South western Nigeria. It determined the implementation processes of the national policy on ECE on the areas of Government's involvement and also investigated the level of compliance in the implementation processes of the national policy on ECE and the stakeholders' assessment of Government's involvement in the implementation of the national policy on ECE. The study adopted descriptive survey research design. Data was collected from 72 head teachers, 144 classroom teachers and 144 parents of early childhood education pupils as well as 30 State Ministry of Education officials. Multistage sampling procedure was used to select the sample for the study. Three instruments were used for this study. The results of the study showed that governments were involved in the regulation of the establishment and registration of pre-school facilities at 91.7% and 96.7%, development and implementing educational support services to orphans and vulnerable children at 51.4% and 90%. The study concluded that Government's involvement in the implementation of the national policy on early childhood education is only to a little extent. All the implementation processes of the national policy on education were not followed by the government.
BASE