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Ben Sledsens
Tim Van Laere Gallery presents its fourth solo exhibition by Ben Sledsens, Under The Tree Distant Sea. Sledsens (b. 1991, Antwerp) combines his profound knowledge of the visual tradition with his own mythology. In his large-scale canvases he shows us fragments of his imaginary world, a utopia in which he himself wants to live. 0With his great pictorial insight, Sledsens composes a new world in which he enlarges, emphasizes and idealizes certain elements from nature and his everyday surroundings, so that they surpass our realistic perception. An example of this can be found in his landscapes, such as the large-scale work In the Yellow Forest, 2022, where he depicts a forest bathed in an overw...
Relationships with Families in Early Childhood Education and Care
Relationships with Families in Early Childhood Education and Care radically challenges the role assigned to parents in neoliberal discussions of early childhood education and care, and presents new ways of thinking about relationships with families. With contributions from international early childhood scholars and practitioners, this book includes outlooks of practitioners, families and children, particularly about the meanings they assign to relationships. Bringing together key understandings about how parent-partnerships can be understood, this book provides innovative examples of how to enact democratic partnerships with parents in diverse contexts. Relationships with Families in Early Childhood Education and Care is an ideal text for ECEC practitioners and policy makers, trainers, graduate students and researchers.
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.
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.
The Decommodification of Early Childhood Education and Care
The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism explores how processes of marketisation and privatisation of ECEC have impacted understandings of children, childcare, parents, and the workforce, providing concrete examples of resistance to commodification from diverse contexts. Through processes of marketisation and privatisation, neoliberal discourses have turned ECEC into a commodity whereby economic principles of competition and choice have replaced the purpose of education. The Decommodification of Early Childhood Education and Care: Resisting Neoliberalism offers new and alternative understandings of policy and practice. Written with co-authors from ...
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.
