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Critical Issues in Early Childhood Teacher Education
In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs shou...
Early Childhood Education and Care Quality in Europe and the USA
This book captures information about early childhood education and care (ECEC) policies and practices in different countries and aims to question the degree to which these countries have managed to meet the needs of children, families, and the ECEC workforce. The book illustrates how different countries have adapted different strategies focusing on policy when it comes to quality ECEC. The goal of the book is twofold. First and foremost, it aims to present key findings and challenges for improving ECEC as a whole. Second, it aims to highlight problems and concerns which the field of ECEC faces, with respect to delivering high-quality care and education to all children. As neither “ECEC” nor “quality” are universal concepts – but are shaped by social-cultural values, as well as national, economic, and political contexts in which ECEC services are provided – this cross-country volume is extremely relevant for fully understanding issues in the field of ECEC. This book was originally published as a special issue of Early Child Development and Care.
Reconceptualizing Quality in Early Childhood Education, Care and Development
Recognizing the various ecological contexts that support children’s development while amplifying voices from across the globe, this book challenges narrow interpretations of quality and best practice. Each author offers a unique perspective on issues germane to the field of early childhood education: perceptions of children, curriculum, teacher education, and play-based learning. An innovative, timely, and much-needed contribution, this book represents an inclusive collection of theoretical and cultural knowledge, as well as research. Such a diverse multicentric lens opens new intellectual pathways for authentic, reciprocal knowledge exchange, while ensuring that a reimagining of early childhood education remains at the core of our teaching practice, scholarship, and activism. This book invites everyone to imagine, to dare to believe, to hope, and to act—in the interests of children, in the interests of communities and families, and in the moral precepts of equity, inclusion and justice.
Slepé skvrny
Základní výbava k porozumění české společnosti, krizi demokracie a fungování současné politiky Debaty o politice se v Česku často redukují na řešení několika politiků a jejich výroků, hodnotovou introspekci a kulturní války liberálů a konzervativců. Témata, která ovlivňují kvalitu života v Česku, a tím i důvěru v demokracii, však jako by zůstávala v našich slepých skvrnách. Zvlášť v době, kdy jsou politické kampaně postaveny spíše na emocích než na faktech, médii se šíří dezinformace a společnost namísto problémů, jako je budoucnost práce či podoba vzdělávání, řeší bulvární kauzy svých představitelů. Sociolog Daniel P...
Critical Issues in Early Childhood Teacher Education
In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs shou...
Partner auf Augenhöhe?
Bildungschancen sind in Deutschland ungleich verteilt. Vor diesem Hintergrund wird seit einigen Jahren in Politik und Fachkreisen eingefordert, dass sich Eltern einerseits sowie Fach- und Lehrkräfte in Kindertageseinrichtungen und Schulen andererseits partnerschaftlich und auf Augenhöhe begegnen sollen. Diese "Bildungs- und Erziehungspartnerschaft" soll dazu beitragen, die Bildungschancen von Kindern zu verbessern. Viele Kindertageseinrichtungen und Schulen arbeiten heute schon intensiv daran. Das empirische Wissen um Partnerschaft, Elternbeteiligung und Zusammenarbeit sowie die damit zusammenhängenden Effekte ist jedoch gering. Hier setzen die Autorinnen an. Sie beschäftigen sich mit de...
Teacher–Child Interactions in Early Childhood Education and Care Classrooms
How children’s development is shaped by Early Childhood Education and Care (ECEC) classrooms and especially by teacher–child interactions in those settings is a major issue in research and politics, which has been researched for several decades. This book investigates this important topic by raising three overarching questions: (1) What are ‘good’ teacher–child interactions and how they can be measured? (2) Which individual and/or contextual aspects are associated with teacher–child interactions? (3) What is the impact of teacher–child interactions on the development of children's competencies? The book ties in these fundamental questions with educational research by bringing t...
ERiK-Forschungsbericht I
Die Studie präsentiert ein neues Monitoring zur Qualität in der frühkindlichen Betreuung. Mit eigens entwickelten Indikatoren werden Daten zur Personalsituation sowie zu Entwicklungen in den Bereichen Gesundheit, Sprache und Kinderrechten ausgewertet. Das Monitoring zur Entwicklung von Rahmenbedingungen im System der Kindertagesbetreuung ist im KiTa-Qualitäts- und -Teilhabeverbesserungsgesetz (KiQuTG) verankert, das Ende 2018 verabschiedet wurde. Zur Umsetzung hat das Deutsche Jugendinstitut (DJI) zehn Indikatoren entwickelt, die sich an den zehn Handlungsfeldern des Gesetzes orientieren. Der Band stellt die Grundlagen und Umsetzung des Monitorings vor sowie erste Ergebnisse, die aus den Daten einer Umfrage zur Kita-Qualität bei Leitungen und pädagogischem Personal in Kindertageseinrichtungen, deren Trägern, Jugendämtern, Kindertagespflegepersonen, Eltern und Kindern erhoben wurden. Die methodischen Grundlagen des Survey-Prozesses werden in einem eigenen Bericht vorgestellt und können unter www.wbv.de/artikel/6004863w abgerufen werden. Die Publikation richtet sich an politische Akteur:innen in Ministerien und Kommunen ebenso wie an die Wissenschaft.
Caring for Children
Social inequality. Selective political attention. Insufficient funding and access. Caring for Children provides a comprehensive, interdisciplinary examination of the crisis in care for Canadian children and their caregivers. Couched in the language of choice, government policies on the care of Canadian children over the past decade have favoured professional, nuclear families while doing little to assist children with the greatest needs, including those from low-income, immigrant, and Aboriginal families. Analyzing the connections between services and programs, the contributors reveal how childcare, parental leave, informal care, live-in caregiver programs, and child tax benefits affect the well-being of Canadian children and their families. They draw on comparative examples from across Canada, documenting policy shifts and associated social movement responses. Caring for Children affirms the necessity of questioning political attitudes and arrangements, and asks what social movements can do to promote positive change in approaches to the care of children.
Professionals in early childhood education and care systems
In a European context of rapidly expanding early education/ care provision for young children, the staffing of these services is a critical quality issue. What are the requirements for professional education and training? How alike or how varied are the qualification profiles and fields of work? Through detailed country reports and comparative analyses across 27 countries, this book provides answers to these questions.
