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Early Childhood and Compulsory Education
What should be the relationship between early childhood and compulsory education? While it's widely assumed that the former should prepare children for the latter, there are alternatives. This book contests the 'readying for school' relationship as neither self-evident nor unproblematic, and explores some alternative relationships.
Pathways to Professionalism in Early Childhood Education and Care
Pathways to Professionalism in Early Childhood Education and Care is concerned with a growing interest from policy and research in the professionalisation of the early childhood workforce. Illustrated by in-depth case studies of innovative and sustainable pathways to professionalisation, it recognises the importance of a systemic approach to professionalisation across all levels of the early childhood. The authors of this wide-ranging book share insights of professionalism from various European countries and suggest that professionalism in early childhood unfolds best in a ‘competent system’. This book considers a broad range of international issues including Continuous professional supp...
Governing Quality Early Childhood Education and Care in a Global Crisis
This report explores the different ways in which European Union (EU) Member States (MS) have attempted to ensure high-quality ECEC (Early Childhood Education and Care) for children and families in the era of COVID-19. The rationale for the report builds on the Conclusions of the European Council concerning the fight against COVID-19 in education and training, which stipulate that Member States should share information and best practices and continue exchanging information about possible ways to adapt to this new situation at the level of education and training (Council of the European Union, 2020). The central aim of this study is to examine what measures have been taken by selected EU member states - two countries (Sweden and Croatia), as well as three regions (Flanders in Belgium, Berlin in Germany and Emilia-Romagna in Italy) - to deal with the COVID-19 crisis during the first year of the pandemic (March-December 2020), in order to ensure quality ECEC for children and families. It is expected that this analysis of coping strategies and lessons learned will be relevant to other EU Member States and regions.
Final Report
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Research Documents
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Competence Requirements in Early Childhood Education and Care. Final Report
This report presents the findings of a European research project jointly conducted by the University of East London (UEL) and the University of Ghent (UGent). The "study on competence requirements in early childhood education and care" (CoRe) explored conceptualisations of "competence" and professionalism in early childhood practice, and identified systemic conditions for developing, supporting and maintaining competence at all layers of the early childhood system. The European Commission Directorate-General for Education and Culture commissioned the research conducted between January 2010 and May 2011. In the light of the research findings, and intensive consultations with key stakeholders in ECEC [early childhood education and care] in Europe, CoRe has developed policy recommendations, which are also part of this report. (Contains 31 footnotes and 4 tables.).
CoRe Research Documents
"There is a broad consensus among researchers, practitioners, and policymakers that the quality of early childhood services - and ultimately the outcomes for children and families - depends on well-educated, experienced and 'competent' staff. But what exactly makes a competent early childhood practitioner? How can competence be understood, and its development supported, in the highly complex and demanding field of working professionally with young children, families and communities? What approaches do different countries take, and what lessons can be learnt from practices developed by practitioners, training institutions and policymakers across Europe?" -- Page 7.
The Policies of Childcare and Early Childhood Education
This timely book reveals how policies of childcare and early childhood education influence children’s circumstances and the daily lives of families with children. Examining how these policies are approached, it focuses particularly on the issues and pitfalls related to equal access.
