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1.
Parental leave and early childhood education and care (ECEC) are two policies widely proposed and implemented to support working parents with young children. This article examines entitlement to leave and ECEC in 25 European countries, including 22 EU Member and Accession States, and the relationship between them, in particular to what degree entitlements are aligned to provide parents with integrated support. In most countries, there is a substantial gap between the end of well-paid leave and the start of an entitlement to ECEC. Only five countries, four Nordic States plus Slovenia, are aligned and the article considers some of the reasons for this. It highlights the common approach to ECEC adopted by all five countries, resulting in a fully integrated system, rather than the much more common split system that divides responsibility for children under and over 3 years between welfare and education. The article ends with some speculations about future developments.  相似文献   

2.
在后工业化、老龄化、全球化等背景下,增加托幼服务供给成为全球性的政策选择。经过几十年的发展,西方发达国家的托幼服务治理模式存在显著的制度差异,形成了三种典型的托幼服务治理模式:托幼整合模式(以瑞典为例)、托幼分离的双轨模式(以法国为例)和托幼关系复杂的多元模式(以美国为例)。不同治理模式的形成和变革受制于其所处的社会、经济和制度环境,在发展中也面临着不同的挑战。新时期我国建构托幼服务治理体系应该采用分阶段策略,建立合理的成本分担机制,鼓励地方实践的多元化,并最终完成托幼服务的整合。  相似文献   

3.
This paper reports on the findings of an in-depth genealogical study of the discourse of quality in Australian Early Childhood Education and Care (ECEC) policy. Quality reform has become the foremost global policy agenda for ECEC due to assumptions about the economic potentials of quality services. In Australia, the recent National Quality Framework elevated early childhood policy in Australia from the margins as the lynchpin of a broader economic reform agenda. However, quality ECEC – what it is and does – is a complex, contestable notion that could be considered problematic for the sector to execute, particularly through market models of provision. Drawing on Foucauldian notions of discourse as the ‘already said’, the truth assumptions that have underpinned policy uses of quality ECEC in Australia are identified and critiqued. It is shown that the discourse of quality has been tactically deployed in Australian ECEC policy to realign quality ECEC outcomes with educative outcomes, as a means for government to selectively grow and govern human capital. This positions quality as a high-stakes reform discourse for early childhood stakeholders, entwined with the expanded reach and intensification of selective, performance-related standards and incentives.  相似文献   

4.
Early childhood education and care (ECEC) policy reflects ideas about childhood, labour force participation, education, the economy and the role of the state. This article spans a period of political change in New Zealand from a left of centre government during the first decade of the twenty-first century to a right of centre government from 2009. It draws on policy evaluations and document analysis to critically examine the shifts in approaches to ECEC policy over this time and the consequences for participants of different policy frameworks. It argues that discourses of children as ‘priority’ have replaced a focus on citizenship, and a swing has occurred away from universal to targeted approaches aimed at encouraging ECEC participation for a few. Recent policies have removed crucial professional supports and qualification goals for teachers, bringing into question New Zealand's commitment to quality. The market continues to determine provision and unfettered expansion of for-profit provision is occurring. Yet at odds with this trend, some examples of community planning are occurring, offering a glimmer of possibilities for how ECEC might be conceptualised, organised and supported.  相似文献   

5.
According to the findings of a recent European study on competence requirement for the early childhood education and care workforce, competent systems that succeed in achieving high levels of professionalism are embedded in coherent public policies that build on consultation with key stakeholders, particularly at local level. In order to flourish, the professional competence of early childhood practitioners needs to be cultivated not only within the institutions they are working for, but also within a constant democratic dialogue that involves children, parents and local communities. A vision of ECEC as a public good therefore becomes an essential precondition for sustaining the development of high quality services for young children and their families. Given the wide range of interconnected socio-economic, educational and rights-based rationales that currently underpin the investment in the expansion of early childhood provision in many European countries, a further elaboration of these findings may offer interesting insights on the purposes of early childhood education and the nature of political commitment serving such purposes. In this article, these issues are discussed by drawing on the analysis of the origin and development of municipal preschool education in the Emilia Romagna region (Italy). Starting from the investigation of the historical and socio-cultural conditions that gave birth to early childhood municipal institutions, the trends characterising ECEC policy-making developments over time are analysed with reference to the experiences of grassroot politics elaborated at regional and local level. Through a careful contextualisation of social and political processes and an in-depth analysis of relevant documentary sources, the conceptual categories underpinning the construction of early childhood education as a public good are outlined and described.  相似文献   

6.
ABSTRACT

This paper reports on the findings of a genealogical study and argues that the global discourse of quality in early childhood education and care (ECEC) is based on a number of problematic assumptions that converge to identify ‘quality’ as the site of government investment. Using the Australian policy context as an example, the assumption that only quality ECEC is beneficial for children is linked to the historical privileging of mother-care and the male breadwinner through family policy. Using Foucault’s notion of the ‘art of government’, the implications of the discursive logics of quality are outlined, including how ‘not quality’ childcare is positioned as potentially harmful, yet, the workforce can never be ‘quality enough’. It is recommended that early childhood sector academics, advocates and professionals work to introduce new discursive statements to the global policyscape, in order to create and foster diverse representations and understandings of the benefits and value of ECEC.  相似文献   

7.
通过对北欧五国幼儿教育和保育的最新政策话语进行文献调查和文本分析,发现北欧国家幼儿教育和保育政策话语的最新变化包括:幼儿教育和保育的定位从作为民主实践场转变为社会投资品、教育内容从重视保育和游戏到关注终身学习、教育评估更重视对质量的监管与评估.虽然北欧幼儿教育和保育政策所根植的历史传统仍旧强大,但教育全球化的冲击促使北欧的幼儿教育和保育在与强调"入学准备"的英美政策话语的冲突与妥协中走向融合.  相似文献   

8.
The importance of investing in early childhood is widely acknowledged in policy circles. Particularly formal Early Childhood Education and Care (ECEC) is seen as key to creating equal opportunities and combating poverty by increasing educational achievement of children and supporting parental employment. This social investment perspective has in recent decades supported the rapid development and expansion of ECEC in most European countries. However, the international social investment discourse masks fundamental differences in European ECEC systems and detracts attention from the way ECEC is embedded in the wider welfare regime of a country. This paper critically examines the ‘social investment potential’ of ECEC systems by comparing an early social investment country, Sweden, with two ‘late movers’, the UK and Germany. It argues that investing in ECEC is not per se a panacea for social inclusion. To the contrary, if not combined with other, partly ‘traditional’ equality measures both in education and social protection, ECEC investment may have the opposite effect of increasing social inequality.  相似文献   

9.
Against a background of increasing inequality and its impact at various levels on childhood and family life, of the growing societal significance and uptake of extra-familial childcare provision, and of social policy goals emphasising participation and education for all, the early childhood education and care (ECEC) sector in Germany is facing new and heightened challenges. This article presents and analyses current and empirically observable changes in society. It comes to the conclusion that ECEC needs to be more strongly viewed as an interdisciplinary challenge, and that ways forward need to include a comprehensive professionalisation and workforce development project: the aim must be to provide children and families with care and support services tailored both quantitatively and qualitatively to their needs, thereby offering not only support to facilitate the reconciliation of work and family obligations and an alternative place of education for children, but also programmes of specific support for disadvantaged and support-dependent children and families.  相似文献   

10.
Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who support such legislative and policy goals, who are committed to inclusion, and who are developing more inclusive early childhood services. Yet, it is also evident that discrimination and exclusion is experienced by many. Teacher education plays an important role in supporting inclusion and assisting teachers’ development of knowledge, skills and attitudes that will support them to teach all children. In this paper, we write as a group of teacher educators and demonstrate the challenges we took up to move beyond traditional approaches to inclusive education and to open up theoretically and practically diverse possibilities for thinking and doing inclusion differently in early childhood teacher education.  相似文献   

11.
This article examines the complex development and contradictory current state of affairs of early childhood education and care (ECEC) in Finland. Rather than presenting a harmonious picture of the Finnish ECEC system, the authors have chosen to look at the problematic way in which national policies concerning ECEC have been interpreted and implemented. The road from legislation and national regulations (e.g. the National Curriculum Guidelines) on ECEC in Finland to implementation has been a convoluted one and the implementations may vary remarkably according to how the documents have been interpreted. Several results of this can be seen as less than favourable. For example, due to attempts to enlarge the scope of Finnish ECEC, its primary task – promoting the well‐being, development and learning of the child – has gradually been obscured. In addition, a number of ‘external’ factors such as rivalry between professional groups have influenced the shaping of the ECEC field more than one would like to admit. A more analytical approach to ECEC is called for in order to avoid new misinterpretations of the national policies and consequent adverse policy effects.  相似文献   

12.
This paper reviews the development of early childhood education and care (ECEC) in China. The historical context from 1900 is summarised, and then developments from the 1980s up to the present kindergarten expansion movement, starting in 2010, are covered in detail. The review shows that ECEC development in China has undergone great changes both in policy and practice. The clash between progressive ideas and existing kindergarten practices has been and remains a challenge. The ‘cultural appropriateness issue’ is of concern, and there are strong voices for keeping valuable aspects of Chinese traditional culture. China has put great efforts recently into boosting kindergarten participation nationwide; yet, there have been and remain great social economic disparities at various levels. There is also growing concern that the programme quality cannot be maintained with the rapid kindergarten expansion process. Policy development for the childcare sector (0–3) in China is relatively thin compared to recent booms for kindergartens.  相似文献   

13.
In recent times, Australia has recognised and enacted a range of initiatives at service, system and community levels that seek to embed sustainability into the early childhood sector. This paper explores the impact of a professional development (PD) session that provided opportunities for early childhood educators to learn and share ideas about the theory and practice of sustainability generally and early childhood education for sustainability (ECEfS) specifically. The PD was entitled ‘Living and Learning about Sustainability in the Early Years’ and was offered on three occasions across Tasmania. A total of 99 participants attended the three PD sessions (one 5 hour; two 2 hour). The participants had varying levels of experience and included early childhood teachers, centre based educators and preservice teachers. At the start and end of the PD, participants were invited to complete a questionnaire that contained a series of likert scale questions that explored their content knowledge, level of understanding and confidence in regards to ECEfS. Participants were also asked at the start and end of the PD to ‘list five words you think of when you consider the word sustainability.’ A model of teacher professional growth was used to conceptualise the results related to the changes in knowledge, understanding and confidence (personal domain) as a result of the PD related to ECEfS (external domain). The likert-scale questions on the questionnaire revealed significant positive changes in levels of knowledge, understanding and confidence from the start to the end of the PD. Differences as a function of length of PD, level of experience and role are presented and discussed. The ‘5 words’ question showed that participants widened their understandings of ECEfS from a narrow environmental focus to a broader understanding of the social, political and economic dimensions. The early childhood education and care (ECEC) sector has been characterised as having a pedagogical advantage for EfS suggesting that early childhood educators are well placed to engage with EfS more readily than might educators in other education sectors. This article argues that PD is necessary to develop capability in educators in order to meet the imperatives around sustainability outlined in educational policy and curriculum documents in ECEC.  相似文献   

14.
In recent years, the issue of early childhood staff professionalisation has been taking an increasingly prominent position in policy-making and academic debates at the international level. Despite this growing interest, studies investigating the content and delivery of professional preparation programmes for early childhood practitioners are still quite rare in European literature. Against this background, the article will describe and critically analyse the characterising features of the university degree for the professional preparation of pre-school teachers in Italy, with a special focus on workplace-based training. In particular, the theoretical underpinnings and shared understandings related to the implementation of mentoring practices within the university course will be explored by drawing on the data collected from documentary sources and interviews with local experts. Findings highlight that the main strengths of mentoring practices within such a programme are: (a) the extended placement periods in early childhood education and care (ECEC) settings which allow prospective teachers to live the culture of practice; (b) the critically reflective component of tutoring practices, which combines theoretical and experiential learning; (c) the strong partnerships built at the local level between ECEC services and universities, which generates reciprocal influences between academic research and educational practices and thus sustains pedagogical innovation. At the same time, the fact that the mentoring role of placement tutors in ECEC institutions is not adequately supported in terms of competence development and workload allocation might potentially undermine the benefits of workplace-based training for students. In addition, the contextualisation of our analysis within the broader landscape of national policy developments in the field of ECEC staff professionalisation revealed that the increased academisation of pre-school teachers professional preparation might lead – in the long term – to a risk of ‘schoolification’ of pedagogical practices enacted within ECEC services. In regards to these issues, the article will raise questions for further consideration and debate.  相似文献   

15.
This paper discusses applied research initiatives led by Save the Children in Rwanda that were used to inform advocacy and policy efforts surrounding the expansion of high quality early childhood education (ECE) services in Rwanda. Qualitative and quantitative studies were carried out around a new program focused on improving early literacy and math competencies (the Emergent Literacy and Maths Initiative (ELMI)) from 2013–2017. They include a Political Economy Analysis in 2013–2014 and longitudinal impact evaluations in 2014–2015 and 2015–2016. Together, the mixed-methods data helped to identify strengths and gaps in the Rwandan education system, potential solutions to improving ECE for all children in the country, and insights into best practices for taking successful pilot programs to scale in a low-income country. Changes in national policy and ECE service provision are discussed.  相似文献   

16.
Despite a wealth of evidence showing the benefits of early childhood education and care (ECEC), in Turkey participation remains low and inequitably distributed, even though access to services is soaring. Drawing from previous findings, this paper will focus on different stakeholders’ views on a more integrated system of ECEC governance in Turkey. The research shows that Turkey, a country at the crossroads of forming the foundations of early childhood services, should consider the adverse effects of the current split system and focus on the integration of services to foster holistic development with the aim of offering quality and equity for all children.  相似文献   

17.
In a climate of increasing regulation within early childhood education and care services, and the greater re-positioning of professionals within public sectors, this article seeks to extend the literature surrounding risk and regulation in early childhood. In efforts to ‘push back’ against the ‘regulatory gaze’ in the early childhood education and care sector, we investigate the role that learner engagement in initial teacher education can play in empowering early childhood pre-service teachers (PSTs) as professionals. This question is explored in the reporting of the findings from an action research study which redesigned a semester-long teacher education topic to draw on the students’ self-knowledge, applied experience and content choice, to go beyond the meeting of minimum credential requirements. Data were derived from sequential student evaluations and topic coordinators’ reflections. Subsequent analysis highlights significant insights in relation to student-teachers’ understanding of professionalism and their role within the ECEC sector. The implications of this re-positioning of PSTs’ developing sense of professionalism amidst increasing regulation are discussed.  相似文献   

18.
In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this paper, we suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest. From industrial relations and broader policy contexts, we argue that the early childhood profession is a profession on the margins and that this marginalisation complicates efforts to enhance numbers of early childhood teachers. Mindful of this marginalisation, we draw upon preliminary findings from a study exploring the motivations, beliefs and expectations of mature age postgraduate students to highlight practical issues pertaining to students and early childhood teacher education programs that further complicate policy drives to increase the supply of early childhood teachers. We propose that the success of such policy drives is dependent on a comprehensive addressing of the complexities raised in this paper.  相似文献   

19.
Despite a growing evidence base and global consensus on the importance of Early Childhood Education (ECE), it remains under-resourced and comparatively neglected as a policy issue. This paper seeks to better understand which factors facilitate or impede efforts to make ECE a political priority in low- and middle-income countries (LMICs), applying a framework used primarily in global public health. We draw on a comparative analysis of four countries: Ethiopia, Liberia, Pakistan (Punjab Province), and Tanzania. Even though each of these countries has undertaken recent, concrete efforts to scale ECE, the political economy conditions to support sustained commitment are only partially present. National policymakers have responded to global efforts to advance early childhood development, and ideas about the benefits of ECE have gained significant traction. With few exceptions, however, civil society mobilization around ECE is relatively weak, and focusing events and prominent champions for ECE are uncommon. Taken together, these factors are consistent with a strong rhetorical commitment to early learning but a lack of sustained follow-through and resource provision.  相似文献   

20.
An intensification of interest in early childhood by government, parents, and employers, focuses primarily on the provision of private early childhood education services outside of the home. With a focus on New Zealand, the paper argues that the form of early education now promoted is a particular form of care and education that moves children away from family and community narratives embedded in the historical, cultural and humanist intentions of the national curriculum Te Whāriki (Ministry of Education, 1996). It argues that current early childhood policy directions, largely driven by global economic agendas, pay scant regard to the lived experiences of children and families. Working with Ricoeur's narrative identity, Ricoeur's ‘capable subject’ is considered in order to examine the emerging purposes and aims of early childhood education, with a particular focus on just institutions for children and families.  相似文献   

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