The Education and Care Divide: the role of the early childhood workforce in 15 European countries

2012 ◽  
Vol 47 (4) ◽  
pp. 527-541 ◽  
Author(s):  
Katrien Van Laere ◽  
Jan Peeters ◽  
Michel Vandenbroeck
Keyword(s):  
Early Childhood ◽  
European Countries ◽  
Education And Care ◽  
Early Childhood Workforce

Implicating teachers in infant–peer relationships: Teacher answerability through alteric acts

2017 ◽  
Vol 18 (4) ◽  
pp. 422-433 ◽  
Author(s):  
Bridgette Redder ◽  
E Jayne White
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Peer Relationships ◽  
Care Setting ◽  
Research Attention ◽  
Childhood Education ◽  
Peer Experiences ◽  
Education And Care ◽  
Dialogic Space

While academic attention is now being paid to infant–peer relationships in early childhood education and care settings and the role of teachers in these interactions, research is inclined to emphasise the importance of shared understanding as a feature in infant–peer relationships. As such, little research attention has been given to the alteric potential of the teacher when she or he engages in infant–peer relationships. This article draws on a dialogic analysis of infants in a New Zealand early childhood education and care setting to argue that infant relationships with their peers can be radically altered by the presence and participation of teachers. The results highlight the pivotal role of the teacher as a connecting figure within and between infant–peer experiences – one that has the potential to significantly impact on the nature of relationships between infants and peers. The study highlights the alteric potential for teachers within infant–peer dialogues, and the significance of these engagements accordingly, and concludes by suggesting that teachers are fully implicated in infant–peer relationships, since the dialogic space posits that there is no alibi!

Engaging Vulnerable Romani Youth in Provision of Early Childhood Services

2021 ◽  
pp. 29-42
Author(s):  
Stanislav Daniel
Keyword(s):  
Early Childhood ◽  
Educational Achievement ◽  
Well Being ◽  
Early Years ◽  
Community Centers ◽  
Education Policies ◽  
Network Support ◽  
Education And Care ◽  
Future Income

In this chapter, the importance of early childhood services to the later educational achievement, well-being, and future income of Romani youth is elaborated, especially from the perspective of the roles that youth can play in supporting their younger peers. Education policies may have different consequences for young Roma who sometimes choose assimilation to avoid discrimination—sometimes without success. As a result of the cross-generational neglect of Romani ethnicity, some Romani children and youth believe that success is only part of the identity of non-Roma, while performing well at school can be perceived by Romani youth as a non-Roma behavior. Involvement of young people in the provision of early childhood education and care (ECEC) may be an answer, dealing with both the youth and the absence of non-formal ECEC. There are many approaches to building positive awareness about ethnic identity. Initiatives such as the Romani Early Years Network support greater involvement of Roma and successfully promote the idea of ECEC provided in local contexts such as homes or community centers. The role of Romani youth is irreplaceable in this work.

scholarly journals The potential role of pedagocial documentation in Italian early education during the Coronavirus pandemic

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Maja Antonietti ◽  
Monica Guerra ◽  
Elena Luciano
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Descriptive Analysis ◽  
Pedagogical Documentation ◽  
Childhood Education ◽  
Care Services ◽  
Open Questions ◽  
Education And Care ◽  
Inclusive Processes

The practice of pedagogical documentation in the field of early childhood education and care in Italy has a long and significant tradition, starting in 1991 up to the most recent documents. The pandemic emergency and recent lockdowns in Italy are an invitation to focus attention on this theme for two main reasons: the documentation practice is indicated as functional to inclusive processes; the documenting practices of teachers and educators are changing. This paper discusses the results emerging from an explorative study carried out on the experience of distance education during the lockdown in Italy in in the context of 0-6 years early childhood education and care services collecting the opinion of 412 teachers, educators and coordinators through a questionnaire. In particular, the focus of this study will be on documentation practices through a descriptive analysis of closed answers and a content analysis of open questions. This allows to make the resilient beauty

Moderating uncertainty: The reception of refugee children in the German early childhood education and care sector

2021 ◽  
Author(s):  
Antonia Scholz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Empirical Research ◽  
Service Providers ◽  
Refugee Children ◽  
Refugee Crisis ◽  
Childhood Education ◽  
Education And Care ◽  
Local Integration

Abstract Located at the crossroads of integration and early childhood education and care (ECEC) policies, this article draws on empirical research conducted from the perspective of ECEC centres to provide insights into the local reception of refugee children in Germany. In recent years, the ECEC sector in Germany has faced the challenge of organizing access to childcare for many newly arrived children and their families—a process that has been shaped by uncertainty for policymakers and service providers alike. The article analyses data from the first survey among ECEC centres throughout Germany on this topic. It sheds light on enrolment patterns of refugee children, admission procedures, support structures and local collaboration. The results reveal the uncertainties that ECEC centres faced after the 2015 ‘refugee crisis’, and their diverse approaches. To better understand the role of ECEC centres as crucial actors in local integration processes, a conceptualization as ‘street-level’ organizations is suggested.

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