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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
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
Use and integration of early childhood services: insights from an inner city community
No full textThis paper presents some of the findings from a study that explored parental usage and perceptions of a range of early childhood services that were provided in an inner city suburb of Brisbane. Using the theoretical base of social capital, parents (n = 167) from six services were surveyed to elicit information about access to, and use and expectations of, a range of services for families and young children, as well as possible approaches to linking these services. Analysis of data revealed consistency across the different groups of parents in terms of what they looked for in care and education services and widespread agreement that stronger linkages between services would enhance support to families and young children. There were also numerous suggestions as to how service integration could be realised
Child and family hubs. Social capital
No full textA substantial body of research evidence indicates that integrated care and education services for young children and their families accrues them considerable social and educational benefits. This paper explores research being conducted by a research consortium comprised of university, government and non-government representatives. The research focus is the impact on children, families and communities of a Queensland-wide innovation to provide integrated child and family services or hubs. The research uses quantitative and qualitative methods to gather data from children, parents, community members and service providers about social capital in the Hub community. Social capital dimensions include: neighbourhood connections; family and friend connections; proactivity in a social context; feelings of trust and safety; and tolerance of diversity
The Queensland Hubs study : child care and family services in rural and regional communities
No full textA review of the approach to setting national standards and assuring the quality of care in Australian child care services
No full textThe Australian Government and state and territory governments are reviewing the processes for setting\ud
child care standards in Australia. A comprehensive and integrated system of quality assurance for\ud
children’s services requires the administration of structural, process and contextual elements of service\ud
quality which, in turn, affect outcomes for children, families, service providers, and governments. National\ud
standards form a key structural element in the quality assurance agenda, illustrating the level of care that is\ud
assured to children in licensed services across Australia. This report presents findings from a review of the\ud
approach to setting standards and the quality processes surrounding certain child care services—long day\ud
care, family day care, outside school hours care and in-home care services.\ud
The development and implementation of acceptable standards in child care is a significant endeavour\ud
because the quality of care children receive affects their ongoing wellbeing and development—their health,\ud
socialisation and learning. Effective child care is also vital to adult workforce participation and smooth\ud
family functioning. Because of the scope and size of the Australian child care sector (providing care for\ud
839000 children1), together with the level of public investment ($2.4 billion in 2003–04), the standards and\ud
quality processes that are developed and administered by governments need to be robust. The importance\ud
of measures to require, encourage and support the provision of high-quality child care services is reflected\ud
in the communiqué released by the Council of Australian Governments (COAG) on 10 February 2006:\ud
High quality and integrated early childhood education and care services,\ud
encompassing the period from pre natal up to and including the transition to the\ud
first years of school, are critical to increasing the proportion of children entering\ud
school with the basic skills for life and learning. COAG will give priority to\ud
improving early childhood development outcomes, as a part of a collaborative\ud
national approach (p. 4).\ud
Promoting children’s health, learning and wellbeing is a shared responsibility, requiring input and\ud
commitment from governments, families, professionals, service providers and the broader community.\ud
This project comprised three broad and interrelated areas of work which resulted in:\ud
• a review of the current approach to the setting of child care standards and the operation of\ud
related standards and quality assurance systems\ud
• some options for an agreed national approach to standards and quality assurance in\ud
children’s services that reflect contemporary evidence and support continuous\ud
improvement\ud
• a conceptual analysis of the costs and benefits of the identified options.\ud
1 These data are drawn from the Productivity Commission. These are 24.4 per cent of children aged 12 years\ud
or younger—the recipients of Australian, state and territory government funded and/or provided formal\ud
childcare in 2003–04 (see section 14.7). While the number of children experiencing formal and informal\ud
care has remained similar over the past decade (1.5 million aged birth–11 years in both 1993 and 2002),\ud
the types of care received and the age of children cared for have changed. Parents have increasingly used\ud
formal child care over informal care and the proportion of younger children (birth–four years) spending\ud
time in non-parental care has increased. (Australian Bureau of Statistics, Social Trends, 2004
Children, communities and social capital: New ways of thinking about early childhood service provision
No full textAccumulating evidence confirms wide-ranging benefits of effective services for young children and families, along with longer-term social and economic benefits for communities. While a strong theoretical case has recently emerged for the development of responsive and integrated child and family services to build social capital and community capacity, there is scant Australian research to inform and support the process. Furthermore, research in this area has largely overlooked the views of children.\ud
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This paper reports on data collected from young children in rural and suburban Queensland schools. 138 children aged four to eight years of age were asked, in informal conversations with their teachers, a series of questions reflecting six social capital dimensions. These dimensions were participation in local community, family and friend’s connections, neighbourhood connections, feelings of trust and safety, proactivity in a social context, and tolerance of diversity. In addition, children were asked to comment on their positive and negative experiences of school, to consider possible advice they might give to newcomers and to reflect on why they attended school. Theoretical perspectives from social capital and the sociology of childhood are used to examine children’s responses
Social Capital and Sense of Community: What do they mean for young children's success at school?
No full textGrowing evidence suggests that social capital has wide-ranging benefits for families and communities. In particular, some studies indicate that social capital is linked to school success. These studies reveal that communities with high levels of social capital, as evidenced by strong social networks, feelings of trust and safety and community participation, afford children access to supports, information, resources, and role models that can contribute to positive academic outcomes. Related to social capital, sense of community has also been associated with success at school. This paper reports on selected findings from child data collected during the first phase of a 3-year longitudinal study of several communities in Queensland with recently established early childhood and family hubs. 388 children (aged 4-8 years) in five localities in Queensland were recruited from early childhood services including schools and kindergartens. The children participated in research conversations relating to social capital, sense of community, and their health and wellbeing. Significant differences were found between the children in the communities on all dimensions of social capital and sense of community. Differences for wellbeing were also revealed. Positive correlations were confirmed between children’s social capital, sense of community and self-reported wellbeing
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