Journal articles on the topic 'Early childhood education – Government policy – Canada'
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White, Linda A. "Understanding Canada’s Lack of Progress in Implementing the un Convention on the Rights of the Child." International Journal of Children’s Rights 22, no. 1 (2014): 164–88. http://dx.doi.org/10.1163/15718182-02201002.
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This article reviews the un Committee on the Rights of the Child’s 2012 concluding observations regarding Canada’s progress in implementing the un Convention on the Rights of the Child. It examines the un Committee’s criticisms about the pace of Canada’s progress, and examines in particular the Committee’s claim that the main problems in implementing the Convention are intergovernmental. It concurs with the Committee’s diagnosis of the problem as one of coordination, which manifests particularly in areas of law and policy where provincial governments maintain jurisdictional authority but the federal government maintains the greater fiscal levers. The article analyses the possibilities of resolving these children’s rights and public policy challenges, drawing on two illustrative cases: efforts to expand early childhood education programmes in Canada and efforts to improve Aboriginal education, particularly on reserves.
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Prentice, Susan, and Linda A. White. "Childcare deserts and distributional disadvantages: the legacies of split childcare policies and programmes in Canada." Journal of International and Comparative Social Policy 35, no. 1 (February 2019): 59–74. http://dx.doi.org/10.1080/21699763.2018.1526700.
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AbstractEarly childhood education and care (ECEC) policies and services in Canada exhibit marked gaps in access, creating ‘childcare deserts’ and distributional disadvantages. Cognate family policies that support children and families, such as parental leave and child benefits, are also underdeveloped. This article examines the current state of ECEC services in Canada and the reasons behind the uncoordinated array of services and policy, namely, a liberal welfare state tradition that historically has encouraged private and market-based care, a comparatively decentralised federal system that militates against coordinated policy-making, and a welfare state built on gendered assumptions about care work. The article assesses recent government initiatives, including the federal 2017 Multilateral Framework on Early Learning and Child Care, concluding that existing federal and provincial initiatives have limited potential to bring about paradigmatic third-order change.
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Lafave, Lynne M. Z., Alexis D. Webster, Ceilidh McConnell, Nadine Van Wyk, and Mark R. Lafave. "The Impact of COVID-19 on Eating Environments and Activity in Early Childhood Education and Care in Alberta, Canada: A Cross-Sectional Study." Nutrients 13, no. 12 (November 26, 2021): 4247. http://dx.doi.org/10.3390/nu13124247.
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Early childhood education and care (ECEC) environments influence children’s early development and habits that track across a lifespan. The purpose of this study was to explore the impact of COVID-19 government-mandated guidelines on physical activity (PA) and eating environments in ECEC settings. This cross-sectional study involved the recruitment of 19 ECEC centers pre-COVID (2019) and 15 ECEC centers during COVID (2020) in Alberta, Canada (n = 34 ECEC centers; n = 83 educators; n = 361 preschoolers). Educators completed the CHEERS (Creating Healthy Eating and activity Environments Survey) and MEQ (Mindful Eating Questionnaire) self-audit tools while GT3X+ ActiGraph accelerometers measured preschooler PA. The CHEERS healthy eating environment subscale was greater during COVID-19 (5.97 ± 0.52; 5.80 ± 0.62; p = 0.02) and the overall score positively correlated with the MEQ score (r = 0.20; p = 0.002). Preschoolers exhibited greater hourly step counts (800 ± 189; 649 ± 185), moderate-to-vigorous PA (MVPA) (9.3 ± 3.0 min/h; 7.9 ± 3.2 min/h) and lower sedentary times (42.4 ± 3.9 min/h; 44.1 ± 4.9 min/h) during COVID-19 compared to pre-COVID, respectively (p < 0.05). These findings suggest the eating environment and indices of child physical activity were better in 2020, which could possibly be attributed to a change in government-mandated COVID-19 guideline policy.
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Muhdi, Nurkolis, and Yovitha Yuliejantiningsih. "The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 247–61. http://dx.doi.org/10.21009/jpud.142.04.
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Covid-19 has changed the learning process from class attendance to distance learning using the Internet. Early childhood education is threatened to enter into the lost generation, due to distance learning, which causes confusion for teachers and parents to be able to provide the best stimulation for them. Therefore, the Indonesian government made a new policy on online learning. The objectives of this research are to find how effective at online learning policy formulation, how productive it is in policy implementation, and what are the obstacles of the implementation at Early-Childhood Education (ECE). This qualitative research uses a mixed method approach with an iterative analysis design, conducted in Central Java Province in 35 districts / cities with 1,899 respondents. Data collection techniques with open-closed questionnaires, study from 15 documentation, and in-depth interviews. Data analysis uses quantitative-qualitative software Nvivo12+, with Miles and Huberman models. The results showed the policy formulation of online learning at ECE has been effective. However, the implementation of online learning policy at ECE still takes a lot of effort to become more powerful in preventing a decline in learning. There are five obstacles in in applying this in the field, namely the ability of teachers, the ability of parents, economic capability, facility constraints, and pedagogical constraints.
Keywords: Online Learning Policy; Children Engagement; Learning Management System
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White, Linda A. "Trends in Child Care/Early Childhood Education/Early Childhood Development Policy in Canada and the United States." American Review of Canadian Studies 34, no. 4 (December 2004): 665–87. http://dx.doi.org/10.1080/02722010409481694.
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Davies, Sharon, and Sue Trinidad. "Australian Early Childhood Educators: From Government Policy to University Practice." Journal of Early Childhood Teacher Education 34, no. 1 (January 2013): 73–79. http://dx.doi.org/10.1080/10901027.2013.758539.
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Nadege, Muhimpundu, and Akimanizanye Annonciata. "Challenges to Education Policy in Rwanda: A review into preschool education." Advances in Social Sciences Research Journal 8, no. 5 (May 11, 2021): 34–44. http://dx.doi.org/10.14738/assrj.85.9995.
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Although ,Rwanda has approved its Early Childhood Development (ECD) Policy and Strategic Plan in September 2011, the policy was established and implemented in different ways in early childhood education, yet preschool has a long way to go. Equally, having a focus on preschool education is the best investment that Rwanda can make to achieve other national goals such as, reducing maternal mortality, eliminating malnutrition and improving access to quality education. Empirical evidence gathered from secondary sources indicates that government has put more effort in improving quality of education. Yet on preschool level, indicators available illustrates that the results are far from expectation. The study further discusses the challenges faced by government in the design and implementation of ECD policy that have led to the ensuing situation.
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Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.
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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate model. Our study’s focus was to identify reasons for entering a teacher education programme, career intentions and satisfaction of pre-service teachers enrolled in early childhood/primary degree programmes at two Australian universities. Findings demonstrate that the degrees were not fulfilling the government investment goals for increasing early childhood teacher numbers, nor were the degrees meeting student expectation for an early childhood teaching career. We argue that renewed policy strategies are required to support new early childhood graduates and professionals, and attract teachers to work in early childhood education.
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Chan, Betty, Maria Lee, and Grace Choy. "Competing Forces: Government Policy, Teacher Education, and School Administration in Hong Kong Early Childhood Education." International Journal of Child Care and Education Policy 3, no. 1 (May 2009): 75–86. http://dx.doi.org/10.1007/2288-6729-3-1-75.
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Press, Frances, and Jen Skattebol. "Early Childhood Activism, Minor Politics and Resuscitating Vision: A Tentative Foray into the Use of ‘Intersections' to Influence Early Childhood Policy." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 180–91. http://dx.doi.org/10.2304/ciec.2007.8.3.180.
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Many postmodern and post-structural analyses of government policies affecting early childhood education stress the hegemonic nature of neo-liberalism and subsequently primarily focus upon identifying the manifestation of neo-liberal values in such interventions. An unintended and stultifying consequence of such analyses is, at times, to close off the possibilities of envisioning a positive engagement with, and role for, government policy. In addition, the primacy offered to localised knowledges can engender the development of policy responses which are not cognisant of more broadly based social impacts. In response, the authors proffer the use of intersections as key points for the development of analyses and action. This necessitates an active awareness of the ways in which local knowledges and experiences cross, or overlay, information generated from other sites, including disciplinary knowledges and analyses that may be classified as modernist. By utilising points of convergence, as well as understanding points of divergence, intersections can be used to open up spaces for political action that recognise and generate localised responses, whilst at the same time engendering policy that enables more broadly based social justice.
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Istiqomah, Laelatul. "TIGA PILAR KEBIJAKAN PEMERINTAH DALAM PEMBINAAN PAUD." Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 1, no. 2 (January 26, 2017): 57–66. http://dx.doi.org/10.14421/jga.2016.12-05.
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Various problems of Early childhood Education (ECD) in Indonesia is about the opportunity the acquisition of early childhood education have been uneven and is still concentrated in urban areas, lack of teachers and teaching staff in terms of quantity and quality, and there are still many learning-oriented on the wishes of the parents rather than on the needs of the child. Depart from the real conditions of the early childhood education, to lead the realization of educational system as a social institution is strong and authoritative, the government has issued the three pillars of government policy in early childhood education in the Strategic plan of the Ministry of National Education from 2009 to 2014, and now the government has fine-tune these policies in the Strategic Framework Ministry of Education and Culture of the 2014-2019 strategic plan (Strategic plan update)
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Campbell, Coral, and Christopher Speldewinde. "Early Childhood STEM Education for Sustainable Development." Sustainability 14, no. 6 (March 17, 2022): 3524. http://dx.doi.org/10.3390/su14063524.
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Early childhood education is crucial for the development of young children’s understanding of the natural world. Children have a role in sustaining a viable environmental and social future. This research interrogated key ideas concerning STEM education for sustainable development, drawing on seminal research and a range of government policy documents to formulate a futures-oriented approach to supporting children to build understandings in early childhood sustainability. Through the use of ethnography, a research methodology that uses both participation and observation of research participants, it became apparent that young children’s play-based learning enabled agentic responses in aligning with early understanding of STEM and sustainability. Using accepted descriptors of international Sustainable Development Goals within an early childhood research study, the research highlights how the development of interactive, learner-centred STEM teaching not only enables investigative, action-adapted learning, but also fosters independent learners who are responsive to their natural environment. The implication of this research is that further development of children’s environmental agency is suggested by the authors. The introduction of a whole-of-kindergarten approach that focuses on the systemic development of quality STEM education is posited as an avenue for educators to build young children’s understandings of sustainable development.
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Gibbons, Andrew, and Marek Tesar. "The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand." New Zealand Annual Review of Education 25 (July 20, 2021): 5–19. http://dx.doi.org/10.26686/nzaroe.v25.6911.
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When New Zealand entered pandemic alert level 3 and early childhood centres were being ‘nudged’ to re-open in order to offer support for parents returning to work, the Ministry of Health advised both Early Childhood centres and parents that children were not at risk of catching or spreading the virus. Fast-forward to Level 1 and the Ministry of Health has advised that an infant, who arrived into the country from overseas together with its parents, had the virus and was in a managed quarantine. This paper discusses this apparent policy contradiction between guidelines and evidence by collecting and analysing discourses that the nation has received from government agencies regarding children and early childhood education. This paper uses these discourses to explore the 'body' of knowledge regarding childhood and early childhood education, discourses that make childhood and early childhood education possible. We then apply a range of theoretical and conceptual tools to suggest some possible conditions of early childhood education (leading up to, during, and post-Covid-19). We employ health and medical metaphors to highlight ongoing tensions for early childhood education as a patient for whom neither education nor health Ministries take sufficient responsibility. The use of a health as a metaphor additionally focuses this paper on the new ‘normal’ of early childhood education and education policy.
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Stuart, Margaret. "‘Social investment’ as political economy of education: Recent changes in early childhood education in New Zealand." Global Studies of Childhood 8, no. 1 (March 2018): 75–90. http://dx.doi.org/10.1177/2043610618763177.
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The newly coined policy of social investment is an economic argument for targeting state investment to the most needy. I use Foucault’s notion of biopolitics in a discursive analysis of recent New Zealand policy documents pertaining to a discrete group of ‘vulnerable children’. I further argue that the Foucauldian metaphor of state institutions as war-like gives knowledge/power to investment as efficient government.
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Langford, Rachel, Brooke Richardson, Patrizia Albanese, Kate Bezanson, Susan Prentice, and Jacqueline White. "Caring about care: Reasserting care as integral to early childhood education and care practice, politics and policies in Canada." Global Studies of Childhood 7, no. 4 (December 2017): 311–22. http://dx.doi.org/10.1177/2043610617747978.
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Care and education have deep historical divisions in the Canadian policy landscape: care is traditionally situated as a private, gendered, and a welfare problem, whereas education is seen as a universal public good. Since the early 2000s, the entrenched divide between private care and public education has been challenged by academic, applied and political settings mainly through human capital investment arguments. This perspective allocates scarce public funds to early childhood education and care through a lens narrowly focused on child development outcomes. From the investment perspective, care remains a prerequisite to education rather than a public good in its own right. This chapter seeks to disrupt this neoliberal, human capital discourse that has justified and continues to position care as subordinate to education. Drawing upon the feminist ethics of care scholarship of philosopher Virginia Held, political scientist Joan Tronto, and sociologist Marian Barnes, this chapter reconceptualizes the care in early childhood education and care rooted through four key ideas: (1) Care is a universal and fundamental aspect of all human life. In early childhood settings, young children’s dependency on care is negatively regarded as a limitation, deficit and a burden. In contrast, in educational settings, older children’s growing abilities to engage in self-care and self-regulate is viewed positively. We challenge this dependence/independence dichotomy. (2) Care is more than basic custodial activities. The premise that care is focused on activities concerned with the child’s body and emotions, while education involves activities concerned with the mind, permeates early childhood education and care policy. Drawing on Held’s definition of care as value and practice, we discuss why this mind-body dualism is false. (3) Care in early childhood settings can be evaluated as promoting well-being or, in contradiction to the meaning of care, as delivering poor services that result in harm to young children. We will explore the relevancy of Barnes’s contention that parallel to theorizing about good care in social policy, “we need to be able to recognize care and its absence” through the cultivation of “ethics sensibilities and skills applied in different practices in different contexts.” (4) Care must be central to early childhood education and care policy deliberation. Using Tronto’s concept of a “caring democracy,” we discuss how such deliberation can promote care and the caring responsibilities of educators in early childhood settings, thereby redressing long standing gendered injustices. We argue that these four ideas can be framed in advocacy messages, in ways that bridge the silos of care and education as separate domains and which open up the vision of an integrated early childhood education and care system. A feminist ethics of care perspective offers new possibilities for practitioners, advocates, researchers, and decision-makers to reposition and reclaim care as integral to the politics and policies of early childhood education and care.
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McTavish, Marianne. "Troubling Government Discourse on Early Learning Websites: A Critical Analysis." Journal of Childhood Studies 37, no. 2 (December 30, 2012): 5–12. http://dx.doi.org/10.18357/jcs.v37i2.15196.
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In an international study released in 2008, Canada’s provision of early childhood education and care ranked at the very bottom of 25 developed countries, achieving only one of ten minimum standards as outlined by the Organization for Economic Co-operation and Development (OECD)(UNICEF, 2008). The results of this study, in addition to other emerging research (e.g., Janus & Offord, 2007), has attributed to the production and implementation of several early learning initiatives within Ministries across Canada (Beach, Friendly, Ferns, Prabhu, & Forera, 2009). The purpose of this paper is to analyze how children, childhood, and families are portrayed on multi-sector Ministry websites in western provinces and territories (British Columbia, Alberta, Saskatchewan, the Yukon and Northwest Territories) as government transitions to these new initiatives and programs. Results indicate that the texts promote deficit notions of families and endorse families’ participation in these initiatives as ways to ensure success, not only in the child’s readiness for school, but in future individual economic success.
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Youderian, Xiaoyan. "HUMAN CAPITAL PRODUCTION WITH PARENTAL TIME INVESTMENT IN EARLY CHILDHOOD." Macroeconomic Dynamics 23, no. 4 (June 13, 2017): 1504–27. http://dx.doi.org/10.1017/s136510051700030x.
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This paper considers parental time investment in early childhood as an education input and investigates its relationships with other inputs in their contribution to human capital. I develop a 12-period overlapping generations model where human capital formation is a multistage process. The model is calibrated to the US economy so that the generated data matches patterns in parental education spending and child care time. The estimation results show that time input is complementary to education expenditure. I apply the model by implementing three early education policies. The first two involve more government spending and the third is paid parental leave. The policy experiments show that adopting paid parental leave is the most costly means of increasing human capital. An education subsidy is more effective than a direct increase in government spending at promoting human capital; however, its impact on earnings inequality and persistence is smaller.
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Purnawati, Laily. "Impact of Online Learning Policy for Early Childhood Character Building in Tulungagung District." Proceedings of the International Seminar on Business, Education and Science 1 (October 18, 2022): 189–98. http://dx.doi.org/10.29407/int.v1i1.2607.
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The government's quick action in dealing with the COVID-19 pandemic in education, especially in early childhood, will significantly impact the nation's next generation. The success of character education in early childhood is the foundation for the formation of the character of the life of the government and state. Changes in learning from face to face to online certainly impact the construction of the character of early childhood. The impact will be used as an evaluation of the policies needed by the community in the future. Qualitative methods were used, and data were collected through interviews and documentation, where the technique used was purposive sampling.
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Rashid, Rafiath, and Abdeljalil Akkari. "A Review of Early Childhood Education (ECE) in Bangladesh: Status and Impact." International Journal of Education 12, no. 1 (February 16, 2020): 59. http://dx.doi.org/10.5296/ije.v12i1.16150.
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This literature review has evaluated the effort and promise of investing in early childhood education in the context of Bangladesh in terms of policy, access, quality and impact. The findings on access showed that with improved policies and provisions from government, there has been a dramatic increase in pre-primary enrolment where along with government other private providers have come up in the early-years education space contributing significantly in terms of providing access. The review could not find consistent and disaggregated data on the access and provisions for the younger cohort of children aged 3 to 5 years old who are supposed to be under early childhood education provisions according to the ECCD policy. The review found evidences of positive correlation between quality and child learning outcomes in the context of Bangladesh, however, the criteria, definition and interpretation of ‘quality’ for ECE is yet to be studied and implemented. It is quite evident from the review that there are variation of teachers’ qualifications and lack of materials and evidences of pedagogical practices in the ECE classrooms. Along with quality, this review found impact of ECE in two areas: school readiness and primary school achievement.
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Manning, Suzanne. "Struggling to maintain diversity: The marginalisation of Playcentre in government early childhood education and care policy." New Zealand Annual Review of Education 23 (December 30, 2018): 96. http://dx.doi.org/10.26686/nzaroe.v23i0.5286.
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Playcentre is a parent cooperative early childhood service where parents are trained and supported as the educators in the service. Once considered a ‘mainstream’ service, policy has increasingly marginalised Playcentres in favour of supporting teacher-led services. This article gives a background of parent cooperative services, and then reviews policies of the fifth National government from 2008, with an emphasis on how these policies have accommodated or excluded Playcentre. This review is presented as an argument for maintaining diversity in the early childhood education and care sector by developing policy which accommodates parent cooperative services.
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Massing, Christine, Patricia Lirette, and Alexandra Paquette. "“With Fear in Our Bellies”: A Pan-Canadian Conversation With Early Childhood Educators." in education 28, no. 1b (December 21, 2022): 41–61. http://dx.doi.org/10.37119/ojs2022.v28i1b.646.
Full textAbstract:
The highly gendered, classed, and racialized early childhood education and care (ECEC) workforce in Canada labours under exploitative conditions: low status and pay and lack of recognition. Early childhood educators have recently faced two additional contextual shifts that further complicate their daily work and practice: the COVID-19 pandemic and the Federal announcement of funding for a national universal childcare system. This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada. Qualitative data for this paper were derived from solicited photo collages and a video-taped webinar conversation with early childhood educators, responding to the following question: “What does it mean to be an early childhood educator at this moment?” Viewed through a critical lens, the findings elucidated four intersecting narratives: loss, sacrifice, adaptation, and hope. This paper contributes to ongoing discussions about the fluid and contextual nature of professionalism within ECEC. As we attempt to mobilize for transformative change and social action in the development of a competent ECEC system in Canada, it is imperative to provide space for the lived experiences, critical insights, and interwoven story lines offered by educators and children. Keywords: early childhood education, early childhood educators, professionalism, care, COVID-19
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Gibbons, Andrew, Marek Tesar, And Pasley, and Georgina Stewart. "Language strategies for “Early Childhood Education”? Newspeak and He Taonga te Tamaiti." Early Childhood Folio 24, no. 2 (November 30, 2020): 9–14. http://dx.doi.org/10.18296/ecf.0081.
Full textAbstract:
The early learning action plan 2019–2029, He Taonga te Tamaiti / Every Child a Taonga, ushers in a new era of thinking about the governance of early childhood education (ECE). The policy language has changed, with a shift from “early childhood education” to the “early learning system”. This article starts from the concern that if a teacher was to search through the action plan and note where the phrases “early childhood”, “early childhood education”, or “early childhood care and education”, “early learning”, “early learning services”, “early learning provision”, and “early learning system” occur, they would begin to paint a landscape of the way in which the language of governance has been changing in ECE. In this article we ask: What does this shift in language mean for the early childhood sector? To interrogate this question, we will explore elements of the language of the plan, and question the discourse of several key changes. We begin with a turn to the theorisation of government through language via the work of George Orwell, which align with Michel Foucault’s concept of governmentality, which informs ECE theory for policy, research, and practice, and how particular ways of thinking are produced in and by the dominant discourses of ECE.
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Busemeyer, Marius R., and Lina Seitzl. "The partisan politics of early childhood education in the German Länder." Journal of Public Policy 38, no. 2 (February 6, 2017): 243–74. http://dx.doi.org/10.1017/s0143814x16000313.
Full textAbstract:
AbstractThis article analyses the role of partisan politics in the recent expansion of early childhood education and care in the German Länder. In contrast to recent work in comparative public policy that often diagnoses a waning of partisan effects, we find broad support for the notion that partisan differences continue to matter in this policy field. The government participation of left-wing parties is positively and significantly associated with changes in public spending on early childhood education, independent of whether this is measured as a percentage of gross domestic product or in terms of per-capita spending. In contrast, left-wing partisanship is not associated with changes in the share of public spending devoted to independent (private) institutions. Coalition status, particularly governing in a Grand Coalition, somewhat mediates these effects. Our empirical analysis is based on the findings from a cross-sectional time-series analysis based on an original data set of spending data for the 16 Länder for the time period between 1992 and 2010.
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Saeed, Haval Hussein. "The role of mother tongue in early childhood education." International Journal of Pedagogy, Innovation and New Technologies 8, no. 2 (December 31, 2021): 36–43. http://dx.doi.org/10.5604/01.3001.0015.8295.
Full textAbstract:
This article tries to determine the effect and importance of mother tongue on cultural education in primary schools. Using the Sapir-Whorf hypothesis, it investigates the relationship between mother tongue and culture. This research focuses on the language and culture of the Kurdish people in the Iraqi Kurdistan Region. The questions of research are: What is the impact of mother tongue on children's culture? Is there a relationship between the mother tongue and the culture, the identity and personality of the children in primary schools? What is more, are the Kurdish language and culture in danger of vanishing? The researcher used mixed methods of qualitative and quantitative, as well as used questionnaires among primary school students in the city of Erbil in the Kurdistan Region of Iraq. This study resulted in the conclusion that the first language has a profound impact on the culture of students in primary schools. In contrast, bilingualism has an impact on children’s distance from their own culture. In addition, three basic points that are concluded in the results of this article are recommended to the government to be implemented in their policy and the education system. Furthermore, the results of this study show that the Kurdish language and Kurdish culture are in trouble now.
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Newberry, Jan, and Sri Marpinjun. "Payment in heaven: Can early childhood education policies help women too?" Policy Futures in Education 16, no. 1 (November 14, 2017): 29–42. http://dx.doi.org/10.1177/1478210317739467.
Full textAbstract:
Based on research and activism on early childhood education and care in the area of Yogyakarta, Indonesia, we argue that the Indonesian government’s focus on early childhood has come at a cost to local women. Community-based early childhood programs are delivered by women whose work is unpaid or underpaid. Although early childhood education in the form of kindergarten has long existed in Indonesia, its extension to the very young through Pendidikan Anak Usia Dini or early childhood education programs for children aged 0–8 years is more recent. Yet, there are many contradictions in this attention to the very young child. While the programs are designed to empower young children and improve their chances of success in education, the community-based programs promoted by the government are delivered through the work of women who may be denied these same benefits. Based on our separate researches, local women offer their services in early childhood education for a variety of reasons: they believe in these programs, they feel pressured to support their communities, or they desire to improve their own chances, and often all three. Yet, the opportunity to gain more education and to become a certified teacher is extremely limited for these women. As a result, they are trapped in unskilled, low, or no-waged work. While this contradiction can be described as a result of neoliberal policy, it has been the long-standing practice of the Indonesian state to depend on women’s “volunteered” labor to deliver social service programming. Here, we challenge whether this is “neoliberal” policy or just a continued disregard for the value of the care labor in social reproduction and the simultaneous relegation of women to the “informal” sphere. We ask, what kind of policy options exist for linking the improvement of children’s education and women’s education simultaneously?
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Harrison, Cathie, and Sarah Heinrich Joerdens. "The Combined Bachelor of Education Early Childhood and Primary Degree: Student Perceptions of Value." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 4–13. http://dx.doi.org/10.23965/ajec.42.1.01.
Full textAbstract:
THE FIELD OF EARLY CHILDHOOD education and care (ECEC) in Australia is a highly dynamic one. Increased government interest and funding during the years of the Labor Governments from 2008–2012 strengthened the sector in terms of increased funding, policy development, level of staff qualification and measures of quality. While this support resulted in increased numbers of children enrolled in ECEC settings and greater numbers of students enrolled in early childhood teacher education degrees, it also contributed to increased workforce pressures and a shortage of qualified early childhood teachers. In this paper we report on a quantitative study that investigated the nature of student experience in a combined Bachelor of Education Early Childhood and Primary degree, and student perceptions of value. The results of the study indicate positive responses to the inclusion of both early childhood and primary content and professional experience undertaken in both prior to school and school settings.
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Tang, Dandan, Fong Peng Chew, MohdNazri Abdul Rahman, and Mogana Dhamotharan. "Parents’ perceptions on policies of early childhood care and education programmes in selected states of Malaysia." F1000Research 11 (August 16, 2022): 938. http://dx.doi.org/10.12688/f1000research.122443.1.
Full textAbstract:
Background: The 2030 agenda for sustainable development proposed global equitable quality education and lifelong learning opportunities for all children. The quality of early childhood care and education (ECCE) programs helps shape children’s minds, attitudes and behaviors, and has short and long-term effects on a child, a family and a country. In Malaysia, the government has formulated some policies and laws to protect children’s rights. However, ECCE is facing some challenges. The purpose of this study is to investigate parents’ perceptions of the quality of ECCE programs implemented by Malaysian government. Methods: A mixed method was used to collect data on parents’ perceptions of ECCE policies in selected states in Malaysia. The questionnaires, (P1/POL) from the research project “Development of a Comprehensive and Integrated Model of Quality Malaysian ECCE”, were distributed among 629 respondents who have a child in a preschool, and 22 participants were randomly selected to take part in five focus group interviews Results: The key findings of the study revealed 68% parents were not familiar with ECCE Malaysian government policy, however 84.3% stressed it is important for the government to educate them about ECCE. Thus findings indicated that the majority of parents lack awareness of the ECCE policies and quality of early childhood care and education programs related to the policies remain the issue. While interviewing the focus group ,most of them were not aware of ECCE and pointed out parents are stressing children’s academic learning in particular preschools. Conclusions: It is concluded that parents’ awareness regarding the ECCE program must be part of the policies and needs to improve. It is recommended that the government of Malaysia should supply more information on ECCE policies to parents and focus on policy implementation. Moreover, the quality of ECCE programs should be improved based on the parents’ perceptions.
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Tang, Dandan, Fong Peng Chew, MohdNazri Abdul Rahman, and Mogana Dhamotharan. "Parents’ perceptions on policies of early childhood care and education programmes in selected states of Malaysia." F1000Research 11 (September 29, 2022): 938. http://dx.doi.org/10.12688/f1000research.122443.2.
Full textAbstract:
Background: The 2030 agenda for sustainable development proposed global equitable quality education and lifelong learning opportunities for all children. The quality of early childhood care and education (ECCE) programs helps shape children’s minds, attitudes and behaviors, and has short and long-term effects on a child, a family and a country. In Malaysia, the government has formulated some policies and laws to protect children’s rights. However, ECCE is facing some challenges. The purpose of this study is to investigate parents’ perceptions of the quality of ECCE programs implemented by Malaysian government. Methods: A mixed method was used to collect data on parents’ perceptions of ECCE policies in selected states in Malaysia. The questionnaires, (P1/POL) from the research project “Development of a Comprehensive and Integrated Model of Quality Malaysian ECCE”, were distributed among 629 respondents who have a child in a preschool, and 22 participants were randomly selected to take part in five focus group interviews Results: The key findings of the study revealed 68% parents were not familiar with ECCE Malaysian government policy, however 84.3% stressed it is important for the government to educate them about ECCE. Thus findings indicated that the majority of parents lack awareness of the ECCE policies and quality of early childhood care and education programs related to the policies remain the issue. While interviewing the focus group ,most of them were not aware of ECCE and pointed out parents are stressing children’s academic learning in particular preschools. Conclusions: It is concluded that parents’ awareness regarding the ECCE program must be part of the policies and needs to improve. It is recommended that the government of Malaysia should supply more information on ECCE policies to parents and focus on policy implementation. Moreover, the quality of ECCE programs should be improved based on the parents’ perceptions.
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Akinrimisi, Ayomiposi Rebecca, Babatunde Adeniyi Adeyemi, and Victoria Ihekerenma Iroegbu. "Assessment of government’s involvement in implementation of national policy on early childhood education in Nigeria." Journal of Early Childhood Care and Education 3, no. 2 (January 4, 2021): 72. http://dx.doi.org/10.26555/jecce.v3i2.2066.
Full textAbstract:
The study examined the areas of Government’s involvement as stated in the national policy on early childhood education in South western Nigeria. It determined the implementation processes of the national policy on ECE on the areas of Government’s involvement and also investigated the level of compliance in the implementation processes of the national policy on ECE and the stakeholders' assessment of Government’s involvement in the implementation of the national policy on ECE. The study adopted descriptive survey research design. Data was collected from 72 head teachers, 144 classroom teachers and 144 parents of early childhood education pupils as well as 30 State Ministry of Education officials. Multistage sampling procedure was used to select the sample for the study. Three instruments were used for this study. The results of the study showed that governments were involved in the regulation of the establishment and registration of pre-school facilities at 91.7% and 96.7%, development and implementing educational support services to orphans and vulnerable children at 51.4% and 90%. The study concluded that Government’s involvement in the implementation of the national policy on early childhood education is only to a little extent. All the implementation processes of the national policy on education were not followed by the government.
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Luke, Allan. "Generalizing Across Borders." Educational Researcher 40, no. 8 (November 2011): 367–77. http://dx.doi.org/10.3102/0013189x11424314.
Full textAbstract:
This essay is a critique of the scientific and policy rationales for transnational standardization. It analyzes two examples of policy export: early childhood standards in one of North America’s oldest Indigenous communities and the ongoing development of international standards for university teaching. It examines calls for American education to look to Finland, Canada, and Singapore for models of reform and innovation, focusing on the complex historical, cultural, and political settlements at work in these countries. The author addresses two affiliated challenges: first, the possibility of a principled understanding of evidence and policy in cultural and political-economic context, and second, the possibility of a mediative educational science that might guide policy formation.
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Yunita Murdiyaningrum and Novrian Satria Perdana. "Operational Cost Requirements Analysis in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 58–70. http://dx.doi.org/10.21009/jpud.141.05.
Full textAbstract:
The government is attempting to obtain the access of Early Childhood Education pro- grams providing educational assistance. Unfortunately, the government has spent funds to calculate the unit costs that should not occur in the real world of education. In consequence, the aims of this study are to (1) calculate the amount of operational unit costs for Early Childhood Education pro- grams, and (2) enumerate variations and projections of the amount of the operational unit costs in Early Childhood Education programs by region category. This study uses quantitative data with pop- ulation of all Early Childhood Education institutions in Indonesia. The unit of analysis of this re- search is Early Childhood Education institutions consisting of kindergarten, Playgroup, Daycare, and ECCD units. The findings are that the highest operating unit cost is in TPA because there is a full day of service. Next is a Kindergarten institution because at this institution already has a special curriculum to prepare the child proceed to the level of basic education. Then the unit cost is the highest area in the eastern region. Recommendation in determining the amount of financial assistance it is necessary to consider the amount of operational unit costs so that the purpose of providing fi- nancial assistance is to improve access and quality can be achieved.
Keywords: Early Childhood Education, Operational Unit Cost, Fund Aid
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Roberts-Holmes, Guy. "Governing and commercialising early childhood education: Profiting from The International Early Learning and Well-being Study (IELS)?" Policy Futures in Education 17, no. 1 (January 2019): 27–40. http://dx.doi.org/10.1177/1478210318821761.
Full textAbstract:
This article examines why the government in England has signed the country up to taking part in the OECD’s new international assessment known as The International Early Learning and Well-being Study (IELS). The article highlights the role of IELS as a technology of neoliberal governance. Looking forward it considers how IELS may open up new business opportunities and spaces for profit for businesses in England and elsewhere. At present, IELS is a fledgling product, but it may in time further add to the explanatory and governing power of the OECD to steer national policy makers towards a homogenised educational future defined by the organisation. IELS is run and managed by the National Foundation for Education Research (NFER), a national not-for-profit research organisation. The article explores how this same not-for-profit organisation also won the remarkably similar early childhood English Baseline Assessment 2 worth £9.8 million. Finally, the article examines the possibility that, in the future, if IELS were to develop, the edu-business Pearson might be interested in IELS to add to its existing interests in global data governance for profit.
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Johns, Susan. "Early childhood service development and intersectoral collaboration in rural Australia." Australian Journal of Primary Health 16, no. 1 (2010): 40. http://dx.doi.org/10.1071/py09050.
Full textAbstract:
There is a paucity of research into the development of intersectoral collaborations designed to support early childhood development in rural communities. Drawing on findings from a qualitative study conducted in three small rural communities in Tasmania, this paper will examine community-based intersectoral collaborations involving government and non-government organisations from the health and allied health, education and community service sectors. The paper analyses the process of developing intersectoral collaborations from the perspective of early childhood health and wellbeing. The specific focus is on collaborations that build family and community capacity. Findings indicate that three groups of factors operate interdependently to influence collaborations: social capital, leadership and environmental factors. Each community has different leadership sources, structures and processes, shaped by levels of community social capital, and by environmental factors such as policy and resources. Effective models of early childhood development require strong local and external leadership. Rural communities that are able to identify and harness the skills, knowledge and resources of internal and external leaders are well positioned to take greater ownership of their own health and wellbeing. The paper provides guidelines for developing and enhancing the capacity of rural communities at different stages of collaborative readiness.
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Farquhar, Sandy, and Peter Fitzsimons. "Seeing through the metaphor: The OECD quality toolbox for early childhood." Semiotica 2016, no. 212 (September 1, 2016): 97–110. http://dx.doi.org/10.1515/sem-2016-0134.
Full textAbstract:
AbstractThis paper explores the idea of metaphor as a persuasive device, using as an example a recent OECD publication purporting to be a quality toolbox for early childhood education and care. Leaving aside the problematic notion of quality, we argue that there is a serious problem with the idea of education as something that can be done with a toolbox, particularly in the formative stages of young children’s education. We suggest that the OECD selection of the toolbox as a metaphor is a way of inserting international economic imperatives into local government education policy, in ways that the citizenry is not aware of. As with any metaphor for education, the selection highlights some aspects while hiding others, a concealment that can’t be exposed by intensifying one’s gaze without a change in perspective. To examine the extent of what remains hidden by the toolbox, we engage in creative play with some different metaphors for education, arguing that particular metaphors may serve to obfuscate rather than clarify, an artifice that is not acceptable from a body as influential and far-reaching as the OECD.
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Ruffolo, David V. "Queering Child/Hood Policies: Canadian Examples and Perspectives." Contemporary Issues in Early Childhood 10, no. 3 (January 1, 2009): 291–308. http://dx.doi.org/10.2304/ciec.2009.10.3.291.
Full textAbstract:
This article examines how notions of ‘child’ and ‘childhood’ are produced in relation to recent early childhood policies in Ontario, Canada. It centers on an ongoing shift from Foucauldian disciplinary societies to Deleuzian control societies where it is argued that early childhood subjects (researchers, students, educators, administrators, and parents) are becoming less confined to specific spaces and tasks and are more controlled by the flows of knowledge, information, and communication. Current public policy debates are used to explore how early childhood education (ece) is becoming increasingly aligned with neoliberal calls for privatization, corporatization, and marketization. For instance, evidence-based practices and quality control indicators are quickly replacing developmental norms that have traditionally normalized and abnormalized children. The consequences of these transformations are examined using queer theory as a critical lens to explore how the identities of ECE subjects are deeply implicated in social, cultural, political, and economic factors — influences that are changing as a result of the shift from discipline to control.
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Munirah, Munirah. "Muslim Women’s Roles in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 3, 2019): 264–80. http://dx.doi.org/10.21009/jpud.132.05.
Full textAbstract:
The role of Muslim women in early childhood education is very urgent in education because women are the first source of knowledge for children. There are many supporting and inhibiting factors for the role of Muslim women executors. This study aims to find the role of female educators in Islam as a dual function that functions as a teacher, parent, and community member. The research method uses qualitative with a phenomenological approach. The findings show the role of Muslim women is not ideal, including the role of women as educators in schools, parents, and education experts. Women's awareness of early childhood education is still very low. Suggestions for future research to dig deeper into the causes of the role of women is still low, and influence government policy in increasing the role of Muslim women or non-Muslim women.
Keywords: Role of Muslim Women, Early Childhood Education
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Obeywa, Herbert Amunavi, Teresa A. Okoth-Oluoch, Rose Atieno Opiyo, and Aggrey Mukasa Simiyu. "Efficacy of Professional Documents in Early Childhood Development Education Curriculum Implementation in Kenya." East African Journal of Education Studies 5, no. 2 (September 12, 2022): 442–54. http://dx.doi.org/10.37284/eajes.5.2.832.
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Scientific research affirms that there is general unpreparedness of ECDE learners as they join grade one due to a myriad of factors, among them resources, quality, and relevance. The purpose of this study was to assess the efficacy of processes in ECDE curriculum implementation. The study objective was to establish the relationship between preparation and utilisation of professional documents in promoting learners’ readiness for primary education. The study adopted a descriptive survey design. The study population comprised CSOs, Section Heads, ECDE centres-in-charge and teachers. A sample size of 178 respondents was calculated by Yamane’s formula. Cluster, stratified and simple random sampling was done to apportion individual members of the groups. Data was collected using an interview schedule, questionnaire, and Focus Group Discussions (FGD). Qualitative data was analysed using content analysis and presented in narrative form. Quantitative data was analysed using descriptive statistics such as frequencies and percentages and findings presented in pie charts, graphs, and tables. Inferential statistics were done using parametric and non-parametric tests. Normality test by both Shapiro-Wilk and Kolmogorov-Sminorv tests was done on the data. The Chi-square test was used to test the hypothesis. The null hypothesis was rejected (p = 0.001), and the study concludes that there is a statistically significant relationship between the preparation and utilisation of professional documents and learners’ readiness for primary education. These findings may be used by the County Government in designing, planning, and funding to deliver quality ECD services. The National Government may use them in policy formulation and regulation to ensure effective supervision and management of centres to realise learners’ readiness for school. Teachers may find these findings quite informative since it has provided various strategies for effective implementation of the ECDE curriculum to enhance learners’ preparedness for school.
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Solekhah, Heny. "Distance Learning of Indonesian Early Childhood Education (PAUD) during the Covid-19 Pandemic." International Journal of Emerging Issues in Early Childhood Education 2, no. 2 (November 30, 2020): 105–15. http://dx.doi.org/10.31098/ijeiece.v2i2.409.
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The outbreaks of Covid-19 influence the Indonesian education nationally, including early childhood education (PAUD). Since the school closures in March, the teachers have attempted to implement the distance learning. This study is conducted in a school in Kendal. The teacher shared her experiences in conducting the learning based on the emergency curriculum. It is found that the government has given the support by publishing the twelve books for the learning at home policy and providing the internet data. Most of the books are about playing with children and positive communication. Parents’ roles in distance learning have greater proportion than the teachers. Parents in this situation have the duties to supervise the learning, to conduct the learning, and to assist teachers in assessment. The teachers construct the weekly lesson plan, communicate the steps of learning process, and evaluate the students’ progress. However, both teachers and parents experience barriers due to the lack of skills in using technology and inability to provide learning materials to support six aspects of child development.
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Hobin, Erin, Jannice So, Laura Rosella, Melisa Comte, Steve Manske, and Jonathan McGavock. "Trajectories of Objectively Measured Physical Activity among Secondary Students in Canada in the Context of a Province-Wide Physical Education Policy: A Longitudinal Analysis." Journal of Obesity 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/958645.
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Lower levels of physical activity are associated with childhood obesity. School physical education (PE) policies have been identified as critical to improve child and adolescent physical activity levels but there has been little evaluation of such policies. In the province of Manitoba, Canada, the government implemented a mandatory PE policy in secondary schools designed to increase the daily physical activity levels of adolescents. The objective of this study was to examine the longitudinal changes in and the factors associated with the physical activity trajectories of adolescents in Manitoba during their tenure as secondary school students in the context of this school PE policy. The results found, despite the PE policy, a grade-related decline in the physical activity trajectories of adolescents; however, the decline in physical activity was attenuated among adolescents with low and moderate baseline physical activity compared to adolescents with high baseline physical activity and among adolescents who attended schools in neighbourhoods of low compared to high socioeconomic status. There are several possible explanations for these findings, including the influence of the PE policy on the PA patterns of adolescent subpopulations that tend to be at higher risk for inactivity in both childhood and adult life.
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Lee, Angela Hao-Chun. "The influence of governmental control and early Christian missionaries on music education of Aborigines in Taiwan." British Journal of Music Education 23, no. 2 (June 29, 2006): 205–16. http://dx.doi.org/10.1017/s0265051706006930.
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There has been little research conducted on Taiwanese Aboriginal music education in comparison to Aboriginal education. C. Hsu's Taiwanese Music History (1996) presents information on Aboriginal music including instruments, dance, ritual music, songs and singing, but information on music education practices is lacking. The examination of historical documentation shows that music education was used by both the Japanese government and Christian missionaries to advance their political and religious agendas. This paper will examine the development of the music education of Aborigines in Taiwan from the mid nineteenth century, when Christian missionaries first came to Taiwan, until the end of the Japanese protectorate (1945). I shall discuss how the missionaries from Britain and Canada successfully introduced Western religious music to Aboriginal communities by promoting various activities such as hymn singing and religious services. The paper will then look at the influence of government policy on Aboriginal music education during the colonial periods. These policies affected both the music taught in elementary schools and the teaching materials.
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Rina, Ghata, and Mila Karmila. "PENDIDIKAN KETERAMPILAN HIDUP (LIFE SKILL) ANAK USIA DINI SELAMA MASA PANDEMI COVID-19 DI LINGKUNGAN KELUARGA." TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini 6, no. 2 (December 1, 2020): 53. http://dx.doi.org/10.26858/tematik.v6i2.15473.
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It is important to instill the stimulation of the child's ability to carry out self-help activities from an early age because it includes life skills that are needed to support his adulthood. This stimulation is usually implemented in Early Childhood Educationinstitutions through habituation activities, but during the Covid-19 pandemic the government enforced a school learning policy at all levels, which is usually face-to-face to learning from home (BDR). The role of parents is very crucial for the growth and development of all aspects, especially in early childhood life skills education (life skills). The purpose of this paper is to describe how life skills education can be done in the family. The research method uses literature review of various relevant references. The results of the analysis obtained data that through simple habituation such as learning discipline, independence, creativity so that it can encourage children to foster the development of early childhood life skills.
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Sollerhed, Ann-Christin, Line Grønholt Olesen, Karsten Froberg, Anne Soini, Arja Sääkslahti, Gudrún Kristjánsdóttir, Rúnar Vilhjálmsson, Ingunn Fjørtoft, Robert Larsen, and Jan-Eric Ekberg. "Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries." International Journal of Environmental Research and Public Health 18, no. 24 (December 15, 2021): 13226. http://dx.doi.org/10.3390/ijerph182413226.
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The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC policies of Nordic countries. Seven terms were identified as MoPA-related in Nordic policy documents. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely. MoPA was referred to as both a goal in and of itself and as a means of achieving other goals (e.g., learning or development in another area). Formulations specifically dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian curriculum, while the Icelandic and Swedish curricula mentioned MoPA mostly as a means. Findings indicated that MoPA, which is important for children’s development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by Nordic countries and the guidance provided to educators and stakeholders therein is inexplicit.
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Khan, Asif Ali, Safdar Rehman Ghazi, and Irfan Ullah Khan. "QUALITY OF EARLY CHILDHOOD EDUCATION IN CONTEXT OF TEACHERS’ KNOWLEDGE AND SKILLS IN PAKISTAN." Journal of Social Research Development 3, no. 02 (December 25, 2022): 275–85. http://dx.doi.org/10.53664/jsrd/03-02-2022-11-275-285.
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The improvement in quality of education including ECE/Play group/ Nursery/ Kachi/Prep/Pakki/ kindergarten at primary school level in context of teachers’ knowledge and skills is very important. The study was descriptive (survey) in nature. Total numbers of (N =3529) in Bannu Division were the population of the study, and ECE teachers were the target population of the study in which the total numbers of (n = 360) teachers were taken as sample of the study through simple random and stratified sampling techniques. Main objective of the study was to examine knowledge and professional skills of ECE public and private school teachers in Pakistan. Data were collected over teachers’ competencies inventory. Validity and reliability of research instrument were ensured. Results and conclusions were drawn by revealing that GPS teachers were better than private school teachers. Thus, some recommendations were offered to government, education department, policy and decision makers, planners, educationists, philosophers, and teachers’ trainers to promote the quality of ECE Education in Pakistan by promoting the teachers’ knowledge, competency and professional skills.
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Kovács, Borbála. "When a crisis undermines quality public service provision: Romanian early childhood education and care through the SARS-Cov-2 epidemic." Global Social Policy 21, no. 3 (December 2021): 508–28. http://dx.doi.org/10.1177/14680181211011369.
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What appeared to be the success of many Eastern European states in managing the toll of the SARS-Cov-2 pandemic in its first round has been attributed to the early introduction of strict lockdown. However, erring on the side of caution came at a high price, with mixed economies of welfare shifting sometimes radically towards families, with the related costs unevenly distributed. Using the case of early childhood education and care (ECEC), the article explores the specifics of what has been a more general pattern in epidemic-induced social policy adaptation in the Romanian context: the overnight, radical and prolonged individualisation of service provision without the corresponding remaking of the cash nexus. It expands on the timeline of government decisions on family policy adaptations, including ECEC service provision. The article also reviews fragmented evidence about the impact of ECEC service suspension on the mixed economy of early years care. The article explains how and why the Romanian government was able to effectively suspend ECEC service delivery between March and September 2020 while keeping related financial arrangements practically unaltered, and do so without open protest. The Romanian case reveals how and why a family policy environment historically characterised by fragmented, selective and partially adequate provision, directly and indirectly maintaining the familialisation of young children’s care, acts as a catalyst for more of the same in hard times: fragmented, selective and only partially adequate intervention. In conceptual terms, the article suggests that familialist family policy is particularly sticky, more so in times of crisis than in ‘good’ times.
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Millei, Zsuzsa, Brad Gobby, and Jannelle Gallagher. "Doing state policy at preschool: An autoethnographic tale of universal access to ECEC in Australia." Journal of Pedagogy 8, no. 1 (August 28, 2017): 33–55. http://dx.doi.org/10.1515/jped-2017-0002.
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AbstractIn 2009, the Australian states and territories signed an agreement to provide 15 hours per week of universal access to quality early education to all children in Australia in the year before they enter school. Taking on board the international evidence about the importance of early education, the Commonwealth government made a considerable investment to make universal access possible by 2013. We explore the ongoing processes that seek to make universal access a reality in New South Wales by attending to the complex agential relationships between multiple actors. While we describe the state government and policy makers′ actions in devising funding models to drive changes, we prioritise our gaze on the engagement of a preschool and its director with the state government’s initiatives that saw them develop various funding and provision models in response. To offer accounts of their participation in policy making and doing at the preschool, we use the director’s autobiographical notes. We argue that the state’s commitment to ECEC remained a form of political manoeuvring where responsibility for policy making was pushed onto early childhood actors. This manoeuvring helped to silence and further fragment the sector, but these new processes also created spaces where the sector can further struggle for recognition through the very accountability measures that the government has introduced.
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Morris, Katherine Ann, Jason Beckfield, and Clare Bambra. "Who benefits from social investment? The gendered effects of family and employment policies on cardiovascular disease in Europe." Journal of Epidemiology and Community Health 73, no. 3 (January 2, 2019): 206–13. http://dx.doi.org/10.1136/jech-2018-211283.
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BackgroundIn the context of fiscal austerity in many European welfare states, policy innovation often takes the form of ‘social investment’, a contested set of policies aimed at strengthening labour markets. Social investment policies include employment subsidies, skills training and job-finding services, early childhood education and childcare and parental leave. Given that such policies can influence gender equity in the labour market, we analysed the possible effects of such policies on gender health equity.MethodsUsing age-stratified and sex-stratified data from the Global Burden of Disease Study on cardiovascular disease (CVD) morbidity and mortality between 2005 and 2010, we estimated linear regression models of policy indicators on employment supports, childcare and parental leave with country fixed effects.FindingsWe found mixed effects of social investment for men versus women. Whereas government spending on early childhood education and childcare was associated with lower CVD mortality rates for both men and women equally, government spending on paid parental leave was more strongly associated with lower CVD mortality rates for women. Additionally, government spending on public employment services was associated with lower CVD mortality rates for men but was not significant for women, while government spending on employment training was associated with lower CVD mortality rates for women but was not significant for men.ConclusionsSocial investment policies were negatively associated with CVD mortality, but the ameliorative effects of specific policies were gendered. We discuss the implications of these results for the European social investment policy turn and for future research on gender health equity.
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Maeers, Esther, Jane Hewes, Monica Lysack, and Pam Whitty. "Pandemic-Provoked “Throwntogetherness”: Narrating Change in ECEC in Canada." in education 28, no. 1b (December 21, 2022): 21–40. http://dx.doi.org/10.37119/ojs2022.v28i1b.655.
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In Canada, multiple, intersecting, and incommensurable narratives promote investment in a public ECEC system. These dominant narratives are typically justified through an entanglement of discourses, including gender equity, colonialism, developmentalism, investment in children as future workers, and childcare as social infrastructure. With COVID-19, renewed economic arguments propose ECEC as an essential service, jump-starting an economy ravaged by the pandemic. Taking up a conversational approach, we question the potency of dominant narratives proliferated in media and policy initiatives as a way to effect large-scale change, and we seek to better understand alternative narratives of ECEC. We are drawn to those spaces where a range of new texts and narratives are generating possibilities for transformative changes. We co-create a bricolage of minor stories (Taylor, 2020) of change, keeping in mind Eve Tuck’s (2018a) theory of change and Elise Couture-Grondin’s (2018) premise of stories as theory. Keywords: early childhood education, policy, change, COVID-19, colonialism, throwntogetherness
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Unya, Ikenna Ukpabi, Ugochi Onya, and Abiola Aare. "The impact of globalizationon on youth development and early childhood education in Nigeria." Journal of Religion and Human Relations 14, no. 1 (November 16, 2022): 207–23. http://dx.doi.org/10.4314/jrhr.v14i1.11.
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Globalization is a technology driven process that has brought about the shrinkage of the world into a global village, thereby expanding connectivity of all forms of interactions. The concept is being promoted by the Western industrial nations and scholars as capable of increasing global wealth, peace, reduction of poverty and inequalities within and among nations. However, its implementations have had series of consequences – some good, some bad and some unintended. The developing regions of the world are yet to maximally benefit from the promises of globalization. Its negative impact outweighs the positive sides. The paper explores different perspectives about globalization and its implications for youth development and early childhood education in Nigeria. The aim of the study is to examine the impact of globalization on youth development and childhood education in Nigeria. Basically, this work is primarily qualitative, utilizing mostly secondary sources of data such as books, journal publications, among others; all considered relevant in understanding the concept of globalization and its impact on youth and early childhood education in Nigeria. The findings reveal that the youths and children are being affected negatively by globalization and thus, recommends, that the education policy makers and curriculum planners should construct an adequate and appropriate global curriculum to enable learners have a solid education foundation that will equip them with what it takes to acquire a global based knowledge. Again, the government should embark on aggressive job creation and improvement of positive access to information to widen their skills.
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Sobri, Mohd Nizam Naqiyuddin Ahmad, Nur Farah Ain Che Soh, and Nur Atiqah Liyana Mohd Roziman. "The Importance of Parental Involvement in Early Childhood Education for Children Under 4-Year Old." Journal of Education and Literacy Studies (JELS) 1, no. 1 (July 20, 2022): 13–20. http://dx.doi.org/10.37698/jels.v1i1.104.
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Parents’ involvement in children's education has been considered one of the important aspects of children’s ongoing learning process and development success. The Malaysian government policy and initiative has introduced the term partnership to describe parents, schools and teachers regarding their involvement in children's education. Parents know their children best more than anyone, and settings which refer to the teacher, school or centre should prepare and provide for the children’s individual needs. This will help to increase children’s progress in their learning and development, resulting in better outcomes for the children. The objective of the study was to identify and analyse parents’ views on their involvement in their children’s education. The research project is a small-scale qualitative study that used semi-structured interviews to gather data. Data was gathered from the small sample of the setting population in order to gain insights into the samples’ perspective on the parents’ involvement in the children’s education. This study concluded that parents as respondents believe and are aware that they play an important role in their children’s learning process and also development.
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Kim, Byung-Man, and Mi-Jin Kim. "Analysis of Relative Importance of the 19th Presidential Commitment for Establishing a New Government Early Childhood Education and Childcare Policy." Korea Journal of Child Care and Education 108 (January 31, 2018): 75–95. http://dx.doi.org/10.37918/kce.2018.01.108.75.
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