scholarly journals Structural Factors and Policy Change as Related to the Quality of Early Childhood Education and Care for 3–4 Year Olds in the UK

2019 ◽  
Vol 4 ◽  
Author(s):  
Edward Melhuish ◽  
Julian Gardiner
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Policy Change ◽  
Structural Factors ◽  
Childhood Education ◽  
Education And Care ◽  
The Uk

Social Investment and Childcare Expansion

2017 ◽  
Author(s):  
Margarita León
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Perfect Match ◽  
Preschool Education ◽  
Conceptual Level ◽  
Social Investment ◽  
Trade Off ◽  
Childhood Education ◽  
Education And Care

The chapter first examines at a conceptual level the links between theories of social investment and childcare expansion. Although ‘the perfect match’ between the two is often taken for granted in the specialized literature as well as in policy papers, it is here argued that a more nuance approach that ‘unpacks’ this relationship is needed. The chapter will then look for elements of variation in early childhood education and care (ECEC) expansion. Despite an increase in spending over the last two decades in many European and Organisation for Economic Co-operation and Development (OECD) countries, wide variation still exists in the way in which ECEC develops. A trade-off is often observed between coverage and quality of provision. A crucial dividing line that determines, to a large extent, the quality of provision in ECEC is the increasing differentiation between preschool education for children aged 3 and above and childcare for younger children.

Early childhood education and care: What effect on life chances?

2021 ◽  
Vol 9 (12) ◽  
pp. 497-503
Author(s):  
Dave Hancock
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Life Chances ◽  
Education And Care ◽  
The Uk

Recent research has revealed that there are inconsistencies and inequalities in childhood education and care throughout the UK. Dave Hancock highlights some of the key findings

scholarly journals Australian Research in Early Childhood Education and Care: Insights Into the Actual; Imagining the Possible

2021 ◽  
Vol 45 (1) ◽  
pp. 291-310
Author(s):  
Susanne Garvis ◽  
Sivanes Phillipson ◽  
Shane N. Phillipson
Keyword(s):  
Public Policy ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Diverse Range ◽  
Childhood Education ◽  
Research Areas ◽  
Research Perspectives ◽  
Education And Care ◽  
Teacher Aides

Early childhood education and care (ECEC) remains a priority area for public policy, internationally and in Australia. However, an analysis of empirical research published internationally up to 2008 has identified a bias toward positivist methodologies within a “scientific/psychological’ rather than educational perspective and with a focus on the interactions between preschoolers, family, and child care variables. For some researchers, this bias raises concerns that public policy in ECEC is based on limited research perspectives. This chapter examines research focusing on the Australian context and published between 2010 and 2014 to determine whether this bias exists in Australian research. We explore the quality of ECEC research to develop an overall understanding of the current situation of ECEC research in Australia. Our findings suggest that Australian research in ECEC is very dissimilar to research published internationally, especially in its reliance on qualitative paradigms and a focus on the educators (principals, teachers, and teacher aides). The strong qualitative focus may allow a diverse range of voices within the ECEC sector to be heard and identified, moving beyond traditional notions of historically marginalized individuals and communities that dominate other education research areas.

scholarly journals Space speaks: A portrait of an early childhood centre and the affordances provided by the learning environment

2020 ◽  
Vol 24 (2) ◽  
pp. 26-34
Author(s):  
Katrina McChesney ◽  
Jeanette Clarkin-Phillips
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Environment ◽  
Learning Environments ◽  
Reggio Emilia ◽  
Children And Families ◽  
Childhood Education ◽  
Education And Care ◽  
Early Childhood Learning

The quality of early childhood education and care fundamentally depends on teachers’ wise practice. However, the environments in which that education and care occur can influence, inform, and shape teachers’ practice, and children’s and families’ experiences. This article draws on a written “portrait” of the learning environment created at one New Zealand early childhood education (ECE) centre, capturing both physical and non-physical aspects of the environment and highlighting the affordances the environment offered to children and families/whānau. A Reggio Emilia lens is used to inform analysis of the learning environment and the associated affordances. The portrait (McChesney, 2020) and this article may support practitioners by providing a vision of what can be in terms of early childhood learning environments, and by providing a possible framework for self-review and inquiry.

Babies’ transition between family and early childhood education and care: a mosaic of discourses about quality of services

2020 ◽  
Vol 40 (4-5) ◽  
pp. 429-448
Author(s):  
Gabriela G. De C. Tebet ◽  
Natália Santos ◽  
Julia Costa ◽  
Bruna Lima Santos ◽  
Loani Cristina Buzo Pontes ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Quality Of Services ◽  
Childhood Education ◽  
Education And Care

Restructuring care: comparative policy developments

2016 ◽  
Author(s):  
Elizabeth Adamson
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Migration Policy ◽  
Public And Private ◽  
The Public ◽  
Childhood Education ◽  
Home Based ◽  
Education And Care ◽  
And Migration ◽  
The Uk

This chapter presents historical overviews of in-home childcare in Australia, the UK and Canada. It discusses the policy trajectories across these countries within the context of early childhood education and care policy and migration policy. Particular attention is given to debates about how childcare policies and funding positioned home-based care arrangements – in both the caregiver and child’s home – across the public, private, informal and formal domains. In all three countries similar debates took place regarding the role of care versus education across the public and private, and formal and informal spheres. Dominant ideas about the care of young children being the responsibility of the family hindered the success of advocacy efforts, particularly by the feminist movement, for regulated, centre-based early childhood education and care. However, by looking at the details of the debates, pressures and actors through the lens of in-home childcare, contrasting attitudes are revealed.

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