The issue of who should be included and recognised as professionals in the early childhood education and care (ECEC) service system is both contested and pressing in the current policy climate. At stake is a high-quality early childhood care and education service system that is both responsive and appropriate to the constituency it serves. A review of the history of ECEC professionalism reveals complex entanglements and debates regarding professional belonging. Services that deliver education and care to children and families living in high poverty contexts are often excluded from ECEC professionalism debates. Drawing on notions of rationality, emotionality and criticality presented in recent accounts of ECEC professionalism, we use data collected from interviews with service providers delivering services to children and families living in high poverty contexts in Australia to develop an account of criticality that is pertinent to current funding and policy contexts. We argue that these service providers’ perspectives about their own professionalism have much to offer broader debates. 相似文献
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One impact of globalisation has been the expansion of higher education to meet changing current socio‐economic and political requirements. This expansion places considerable stress on the public purse and many states have turned to alternative solutions. In China, a new phenomenon has emerged: independent higher education institutions that complement public and private institutions in helping to cater for the expanded numbers of students. These independent institutions are formed through partnerships between existing institutions and the business sector. After analysing the political, socio‐economic and cultural contexts that shape the policy of developing independent institutions, this paper explores the dilemmas and challenges that have arisen at the implementation level and critiques some of the solutions that have been found. 相似文献
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Jennifer Skattebol Elizabeth Adamson Christine Woodrow 《Early Years: An International Journal of Research and Development》2016,36(2):116-131
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This study provides an expanded view of joint attention and its relation to expressive language development. A total of 144 toddlers (40 typically developing, 58 with autism spectrum disorder [ASD], 46 with developmental delay [DD]) participated at 24 and 31 months. Toddlers who screened positive for ASD risk, especially those subsequently diagnosed with ASD, had poorer joint attention skills, joint engagement during parent–toddler interaction, and expressive language. Findings highlight the dynamic relation between joint attention and language development. In the ASD and DD groups, joint engagement predicted later expressive vocabulary, significantly more than predictions based on joint attention skills. Joint engagement was most severely impacted when toddlers did not talk initially and improved markedly if they subsequently began to speak. 相似文献
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在秘鲁安第斯山脉的崇山峻岭中有一座神秘的古城。西班牙人在长达300年的殖民统治期间对它一无所知,秘鲁独立后的100年间也无人涉足。400多年的时光,只有翱翔的山鹰得以一睹古城的雄姿,它就是马丘比丘印加遗址。作为马丘比丘的"姐妹城",肖克奎拉奥可谓是寂寂无名,但却有着马丘比丘无可比拟的孤独与安静。本文作者向我们介绍了在肖克奎拉奥的徒步探险经历,巨石垒筑的残垣断壁正向我们讲述着当年的故事.我们还会感受到怀古的幽思、逝去的光华,以及领略这座古城记载着的印加人无与伦比的智慧。 相似文献
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This review of eight papers published in Teaching and Teacher Education over the past twenty years shows how the profession has been impacted by the forces of globalisation. The impact varies in different contexts, according to local factors. The review looks at papers that use explicit international comparisons as a means to bring local contextual characteristics into sharp relief, and discusses the values and pitfalls of this approach. The review concludes by suggesting a possible future agenda for international comparisons, one that seeks answers to the domestic challenges of the Millennium Development Goals and Education for All by looking for solutions overseas. However, international appropriation needs to remain highly sensitive to the cultural context of implementation. 相似文献
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