Suchergebnisse

Kamena Dorling, head of policy and public affairs at Coram, examines the expansion of the funded early education entitlement to include children in families who have no recourse to public funds

Abstract
The article analyzes the Romanian curriculum specific to primary and preschool education. The article focuses on the curriculum approved in 2011 for primary education, respectively the one approved in 2019 for early education. The analysis between the primary education curriculum and the early education curriculum follows the specifics of the curriculum, the purpose, the values promoted, the focus on the formation of the respective behavioral competencies. The analysis is performed on the basis of the educational policy documents elaborated by the Institute of Education Sciences and on the official curricular documents elaborated and approved by the Romanian Ministry of National Education.

This study reports on research into a Local Authority initiative in York, in North Yorkshire which aimed to establish early education and childcare partnerships between its 51 primary schools and local early‐years providers from the community‐voluntary and private sectors in close geographical proximity to the schools. The initiative was named Shared Foundation Community Partnerships.

The subject of the research considerations are the attitudes of early education teachers towards pedagogical innovation, being a response to the permanently changing reality and the related necessity to introduce changes to education. The conducted surveys and their analysis prove that the majority of teachers share the view that application of innovation in pedagogical practice is necessary, noticing both its impact on their professional activity and pointing to significant obstacles in the field of deployment and implementation of innovations at school.

Youth Work, Early Education, and Psychology re-examines the set of relations generally referred to as working with children and youth. It presents a series of propositions that highlight politicized strategies to working with young people under current conditions of late liberal capitalism

Several concepts from the adult learning literature are described that relate to working with parents of young children who are deaf. It is proposed that an adult learner perspective makes an important contribution to the family-centered philosophy and knowledge base that guide the development of practice in early intervention. Three areas are discussed: the context for adult learning, that is, the life situation of adults, including their social roles and responsibilities and experience; learning related to transitions in the adult life cycle; and transformative learning, which examines the ways people make changes in how they understand their experience. Implications for practice in early childhood education are presented.