Tony Bertram, Chris Pascal 27 April The Qualifications and Curriculum Authority QCA has responsibility in England to monitor and evaluate the early years curriculum and as part of this programme commissioned an international review of the early years curriculum in 20 countries. Key issues for the future The seminar papers and discussions highlighted some key areas for further debate and development in all the participating countries.
The interim report and the international seminar highlighted four key areas, which each have issues for further reflection and development: Curriculum Few countries have national curriculum guidelines for children under the age of three years. Many are considering ECEC guidelines but others have a strong stance against doing so. Virtually all participating countries have defined curriculum guidelines for children over the age of three but they vary in detail and prescription.
There is some variation in how the ECEC curriculum for children over three was defined. Most countries used areas of learning, few used activities, no country used disciplines or subjects. Most curriculum guidelines for those over three years of age included social and emotional, cultural, aesthetic and creative, physical, environmental, language and literacy, and numeracy.
Many countries emphasised cultural traditions and aimed to enhance social cohesiveness through the ECEC curriculum. Only three countries emphasised early literacy and numeracy within the ECEC curriculum. Pedagogy, qualifications and staffing There was almost universal promotion of an active, play based pedagogy within the participating countries, where self-management and independence were encouraged.
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Skip to content. Search for books, journals or webpages All Pages Books Journals. View on ScienceDirect. Authors: Gilbert R. Editors: Allen J. Imprint: Academic Press. Published Date: 1st January Page Count: Flexible - Read on multiple operating systems and devices. Easily read eBooks on smart phones, computers, or any eBook readers, including Kindle.
Specifically, the project plans to develop a child-centered concept of preschool education, support new approaches to retraining of teachers, develop methods to make teachers more sensitive to the need for parental involvement in the schools, develop a training methodology that allows teachers to integrate innovative and adequate educational practices, and to stimulate and create more dynamic training facilities. The paper then considers plans for the operational framework and cooperation of the ATFALE and Koranic Preschool Group, the strategy for introducing innovation into Koranic preschools, the evolution of the action-research, and the impact of the project on pedagogical activities and at institutional and administrative levels to date.
Yasar, Sefik 8p. In Turkey, the educational system includes optional preschool education, compulsory elementary education through age 14, secondary education for 3 or 4 years more 3 for university preparation, 4 for vocational education , and higher education. All of the preschool, elementary, and secondary programs are centrally prepared by the Ministry of Education MOE , while higher education is cooperatively prepared by the Higher Educational Council and specialists at the universities.
Reflective, formative, and summative evaluations are conducted.
Early Childhood Education Development in Kenya
Most educational evaluation in Turkey, and especially most formative evaluation, is done by academic researchers, and findings of these evaluations are not used as much as they could be because of lack of cooperation with the MOE and educational systems. To solve the problem of evaluation utilization in Turkey, more cooperation between the MOE and academic researchers will be necessary. Contains 12 references. Wazir, Rekha; van Oudenhoven, Nico 12p. This paper explores links between early education access and social exclusion in regard to profound and rapid changes in Europe that are forcing families to find new ways to remain integrated within their communities and societies, and to prepare their children for adult lives.
The paper argues that early childhood education can be an effective mechanism for promoting social integration and cohesion, particularly for socially excluded families. Access to early education could open doors to many other services, further integrating these families. Creating full accessibility should be given the highest political priority, but to reach the marginalized and excluded segments, public awareness would have to grow and strategies to improve access to services would need to be introduced.
The paper then considers strategies centering on the client, program, policy and organization. The paper concludes by noting that the nature of services provided would also have to be scrutinized with respect to their suitability for supporting children at risk.
Early Childhood Education Development in Kenya
Toronto Univ. Centre for Urban and Community Studies. The minute video first cites two reasons why quality child care is a current issue: the increasing number of women in the workforce and research showing the positive impact of high quality programs on how a child learns, regardless of the child's background or whether the mother works. The video then defines child care, and explores the characteristics of high quality programs, including stable and consistent caregiving, age-appropriate activities, and hygienic facilities and routines.
Characteristics of high quality caregivers are then listed, including training in early childhood education, skills needed to encourage cooperative relationships, and a sympathetic, warm, caring demeanor. Additional factors contributing to high quality in a care program are noted, such as solid regulation and supervision, and not-for-profit operation. The video next notes that high quality child care is a unique endeavor in that it benefits several groups at the same time: children, families, women, employers, communities, and society at large.
The benefits specific to each of these groups are then detailed. The video concludes by noting that high quality programs are exceptions rather than the rule, and advocates Canadian public policy to invest in high quality program standards.
Early Childhood Education and Care for Sustainability: International Perspectives - CRC Press Book
Socha, Donald E. Many ideological and subjective judgments are made in this evaluation. Non-compulsory preschool enrollment figures show tremendous growth in the past 25 years, as does the growth in the number of children years old attending school. In the process of educational reform undertook four important movements: 1 decentralization of the system from federal to state control; 2 curricular reform of basic education; 3 in-service teacher retraining courses; and 4 reform of teacher training programs.
The paper argues that this reform procedure represents a tendency toward greater democracy, autonomy, and self-rule in the Mexican educational structure and process, but these tendencies have been circumscribed by prejudices within Mexican society. The paper cites the various kinds of prejudices to be found in Mexico, including racism, sexism, nationality, and overpopulation.
The potential for Mexico to achieve its educational goals is greater now than ever before in its history, yet the people must address the issues of social injustice in the society.
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Victoria Education Dept. Vasconcelos, Teresa 9p. For related paper, see ED Preschool education is envisioned as a first step on the path towards a strong, humane society. A new role is foreseen for the State, involving fewer direct services and less bureaucratic administration, but providing more efficient supervision, with a regulating and compensatory role.
The role of the Law for Preschool Education and the Plan for Expansion and Development of Preschool Education in defining both the goals of preschool education and the role of curriculum guidelines are discussed. The article notes the creation of an Office for the Expansion and Development of Preschool Education. The importance of teachers and in-service training in improving preschool education is also considered.
Summary Report. Qualitative and quantitative explorations of the views of parents and providers describe the workings of the educational "market" when one of the competing sectors public sector had a substantial monopoly power over the others private and voluntary sectors. Found that teachers' and parents' opinions were comparable to Americans'.
- Preschool teachers' views on children's learning: an international perspective.
- Service-Oriented Distributed Knowledge Discovery;
- Comparing Costs of Early Childhood Care and Education Programs: An International Perspective?
Most Greek teachers limited rather than banned war play and were satisfied with their approach to war play. Parents' approaches were similar to those of Americans. Most Greek children invented or created weapons.