151 research outputs found
Australian Early Childhood Milieu: Teacher Challenges in Promoting Children's Language & Thinking
No full text
Starting Strong II: Early Childhood Education and Care
No full textEconomic development and rapid social change have significantly modified family and child-rearing patterns across OECD countries. This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy. These include increasing women's labour market participation; reconciling work and family responsibilities on a more equitable basis for women; confronting the demographic challenges faced by OECD countries; and in particular, addressing issues of access, quality, diversity, child poverty and educational disadvantage. How countries approach such issues is influenced by their social and economic traditions, their understandings of families and young children, and by accumulated research on the benefits of quality early childhood services. \ud
Starting Strong II outlines the progress made by the participating countries in responding to the key aspects of successful ECEC policy outlined in the previous volume, Starting Strong (OECD, 2001). It offers many examples of new policy initiatives adopted in the ECEC field. In their conclusion, the authors identify ten policy areas for further critical attention from governments. The book also presents country profiles, which give an overview of ECEC systems in all 20 participating countries.\ud
This book is relevant for the many concerned by child development, work/family balance and early childhood education and care policy.\ud
Countries covered: Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, the United Kingdom and the United States.\ud
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Table of Contents \ud
Executive Summary 11 \ud
Chapter 1. Why Countries Invest in Early Childhood Education and Care 19 \ud
1. The rise of the service economy and the influx of women into salaried employment 20 \ud
2. Reconciling work and family responsibilities in a manner more equitable for women 23 \ud
3. Demographic challenges: falling fertility and continuing immigration 30 \ud
4. Acting against child poverty and educational disadvantage 33 \ud
5. Early childhood education and care as a public good 36 Notes 39 References 40 \ud
Chapter 2. A Systemic and Integrated Approach to Early Childhood Education and Care (ECEC) Policy 45 \ud
1. Co-ordinated policy frameworks at centralised level 47 \ud
2. Appointing a lead ministry 49 \ud
3. The co-ordination of central and decentralised levels50 \ud
4. A collaborative and participatory approach to reform 53 \ud
5. Links across services, professionals, and parents at local level 53 Notes 55 References 56 \ud
Chapter 3. A Strong and Equal Partnership with the Education System 57 \ud
1. A unified approach to learning 59 \ud
2. Is a "schoolification" of early childhood education and care taking place? 62 \ud
3. Facilitating transitions for children 64 Notes69 References 70 \ud
Chapter 4. A Universal Approach to Access, with Particular Attention to Children in Need of Special Support 73 \ud
1. Providing universal and appropriate access for all 3- to 6-year-olds 77 \ud
2.Increasing public provision for children under 3 84 \ud
3. Ensuring equitable access for all children to attend quality ECEC 92 Notes 97 References 98 \ud
TABLE OF CONTENTS \ud
Chapter 5. Substantial Public Investment in Services and the Infrastructure 101 \ud
1. Who benefits from investments in ECEC services? 102 \ud
2. How much are countries spending on ECEC services? 103 \ud
3. Bringing new resources into the ECEC field108 \ud
4. How do governments fund ECEC services? 110 \ud
5. Child care costs to parents 113 \ud
6. Does the modality of funding chosen impact on system quality? 114 \ud
7. Effective policy includes investment in administration, and support services 119 \ud
Notes 120 References 121 \ud
Chapter 6. A Participatory Approach to Quality Improvement and Assurance 125 \ud
1. Quality and regulation in ECEC127 \ud
2. The state of ECEC regulation in OECD countries 129 \ud
3. Initiatives to improve regulation and quality standards 131 \ud
4. The use of pedagogical frameworks and educational plans 134 \ud
5. Dominant understandings of the ECEC curriculum. 135 \ud
6. What are countries doing to promote a participatory culture of quality in ECEC services146 \ud
Notes 153 References 153 \ud
Chapter 7. Appropriate Training and Working Conditions for Early Childhood Education and Care Staff 157 \ud
1. The quality of ECEC systems requires effective staff training and fair working conditions 158 \ud
2. Staffing profiles in the ECEC sectors161 \ud
3. New thinking about the core professional in early childhood services165 \ud
4. Initial and in-service education 168 \ud
5. Remuneration and conditions of work 168 \ud
6. Strategies to recruit a mixed-gender, diverse workforce 170 Notes 172 References 173 \ud
Chapter 8. Systematic Attention to Data Collection and Monitoring 175 \ud
1. Creating comprehensive data collections for young children and their services 176 \ud
2. Steps to improve ECEC data collection 179 \ud
3. Establishing a national procedure to collect and provide reliable ECEC data 181 \ud
4. Monitoring ECEC systems183 \ud
5. More participatory approaches to system monitoring184 Notes 186 References186 \ud
TABLE OF CONTENTS \ud
Chapter 9. A Stable Framework and Long-Term Agenda for Research and Evaluation 187 \ud
1.What types of research are most common? 189 \ud
2. Expanding ECEC research agendas193 \ud
3.Some challenges in the research field 198 Notes 201 References 202 \ud
Chapter 10. Concluding Policy Observations 205 \ud
1.Policy areas for consideration 206 \ud
2.Concluding remarks 220 Notes 222 References 223 \ud
Annex A. Terminology Used in the Report 227 \ud
Annex B. The Scope and Methodology of the ECEC Review 232 \ud
Annex C. Data for Figures239 \ud
Annex D. A Summary of International Evidence in Favour of Public Investment in ECEC 249 \ud
Annex E. Country Profiles: An Overview of ECEC Systems in the Participating Countries 259 \ud
Annex F. Members of Review Teams43
Tayler, J. Lionel
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/342115Reference: J. LionelTayler, The Nature of Woman.
Back of card. Author: de Ribera, Paul. Specialty: author.138567
item: [2014.0039.00278] "Tayler, J. Lionel
Early childhood services: What can children tell us?
No full textThis paper presents child data generated in a pilot project of the ACCESS Study of Child and Family Services, a research program of how child and family services align with the interests and needs of local families. Underpinned by social capital theories, the pilot study was undertaken by a partnership of local early childhood services within an inner urban precinct of Brisbane. These services included two childcare centres, two kindergartens/preschools, one playgroup and one primary school. 76 children aged three to eight years were asked, in informal conversations with their caregivers, to comment on their experiences in the service and to consider possible advice they might give to newcomers who were to take part in the service. Theoretical perspectives from the sociology of childhood are used to examine children’s accounts of their lived experience in early childhood services
Integrated service hubs: Potential outcomes for children and families
No full textWorldwide, growing evidence attests to the importance of effective early care and education services. Initiatives such as the Early Excellence Centres in the UK suggest that access to, and awareness and responsiveness of community services are enhanced when the services are integrated. It is also possible that service integration has the potential to build community social capital. \ud
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This paper presents some of the findings from phase one of a collaborative study between QUT and several government and non-government organisations* into the establishment and ultimately, effectiveness, of two community hubs in Queensland. These hubs are community-driven initiatives funded by the Queensland Department of Families that aim to meet the diverse needs of children and families within a community. The hubs are focused on the provision of integrated child care and early childhood services but also include family support services, parenting support, health services, community activities and education services. The investigation was underpinned by social capital theory. The paper reports on data collected from community surveys (N =143) and child interviews (N = 138) in a rural and urban Queensland locality. Community surveys elicited insights about existing services, suggestions for potential hub services and their perceived benefits. Questions designed to determine levels of social capital were also asked. Analysis of returned community surveys revealed widespread support and enthusiasm for the hub and numerous ideas for potential services and activities. Also found in the rural locality were high levels of community social capital, particularly for the dimensions of community participation, feelings of trust and safety and value of life. In the urban community, however, levels of social capital were substantially lower. Interesting differences were also found between the responses of rural and urban children on several dimensions of social capital
Community Hubs:their potential to enhance social capital and service provision for families and young children
No full textWorldwide, growing evidence attests to the importance of effective early care and education services. Initiatives such as the Early Excellence Centres in the UK suggest that access to, and awareness and responsiveness of community services are enhanced when the services are integrated. It is also possible that service integration has the potential to build community social capital. \ud
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This paper presents some of the findings from phase one of a collaborative study between QUT and several government and non-government organisations* into the establishment and ultimately, effectiveness, of two community hubs in Queensland. These hubs are community-driven initiatives funded by the Queensland Department of Families that aim to meet the diverse needs of children and families within a community. The hubs are focused on the provision of integrated child care and early childhood services but also include family support services, parenting support, health services, community activities and education services. The investigation was underpinned by social capital theory. The paper reports on data collected from community surveys and child interviews in a rural and urban Queensland locality. Community surveys elicited insights about existing services, suggestions for potential hub services and their perceived benefits. Questions designed to determine levels of social capital were also asked. Analysis of returned community surveys revealed widespread support and enthusiasm for the hub and numerous ideas for potential services and activities. Also found in the rural locality were high levels of community social capital, particularly for the dimensions of community participation, feelings of trust and safety and value of life. In the urban community, however, levels of social capital were substantially lower. Interesting differences were also found between the responses of rural and urban children on several dimensions of social capital
Testing the vision: preschool settings as places for meeting, bonding and bridging
No full textThe OECD (2006 Starting Strong II: Early Childhood Education and Care. OECD Publishing: Paris) envisions early childhood education and care settings as meeting places for diverse social groups; places that build social capital. This vision was assessed in a comparison of three preschools types: full-fee paying, subsidised-fee and publicly funded. The social composition within each was examined and the connectedness of the children (n=472) who attended compared. Publicly funded preschools had more socially diverse populations. The quantity of social connectedness did not differ but children in publicly funded preschools described higher quality social relationships. Not all preschool settings are socially diverse but, where they are, the quality of relationships is highest. © 2010 The Author(s). Children & Societ
Accounting for quality in Australian childcare: A dilemma for policymakers
No full textThis paper examines Australian policy on quality for early childhood education and care (ECEC). It investigates the existing national quality assurance system, Quality Improvement and Accreditation System (QIAS) and its application in childcare centres. However, Australia's recently elected federal government has shown enormous interest in improving quality in ECEC with implications for policy change. While international research emphasises the importance of process quality Australian policy and practice has focused on structural quality. Further, ambiguity exists in defining quality in ECEC exacerbated by a dearth of Australian research. Five limitations of the current structural-based QIAS were identified based on international and national research. The paper argues for an urgent need to address the limitations of policy on quality childcare which should be driven by evidence-based process quality
Children's museum experiences : identifying powerful mediators of learning
No full textThis article reports on a study of young children and the nature of their learning through museum experiences. Environments such as museums are physical and social spaces where visitors encounter objects and ideas which they interpret through their own experiences, customs, beliefs, and values. The study was conducted in four different museum environments: a natural and social history museum, an art gallery, a science center, and a hybrid art/social history museum. The subjects were four- to seven-year old children. At the conclusion of a ten-week, multi-visit museum program, interviews were conducted with children to probe the saliency of their experiences and the ways in which they came to understand the museums they visited. Emergent from this study, we address several findings that indicate that museum-based exhibits and programmatic experiences embedded in the common and familiar socio-cultural context of the child's world, such as play and story, provide greater impact and meaning than do museum exhibits and experiences that are decontexualized in nature
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