Contemporary Early Childhood Education and Care Teacher Training in China

2021 ◽  
pp. 31-48
Author(s):  
Ying Liu ◽  
Wendy Boyd
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Education And Care ◽  
Care Teacher

scholarly journals European Educational Policies on Teacher Training for Early Childhood Education

2021 ◽  
pp. 15-26
Author(s):  
Otilia Clipa ◽  
◽  
Liliana Mâţă ◽  
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Educational Policies ◽  
Childhood Education ◽  
Social And Emotional ◽  
Special Profile ◽  
Education And Care ◽  
Policy Measures ◽  
Entire World

Nowadays, for entire world is consider a priority to invest in Early childhood education and to realize upon this European educational Policies. On September 2019, the European Commission had published the comparative report about Data on Childhood Education and Care in Europe and this document describes the main policy measures to ensure access specifying which countries guarantee a place in Early Childhood Education and Care from which age and it show how investment in this field have many benefits in entire life of this people. In many educational policies are highlighted the values of early age education and their effects on the children’s social and emotional integration within that society. In these debates, many countries focus their educational policies to teacher training for early childhood education and we described in this chapter. We propose a special profile and competence of this teacher for early childhood education.

scholarly journals Superdiversity as a trajectory of diversity in Norwegian early childhood education and care: From a collection of differences to participation and becoming

2020 ◽  
Vol 21 (4) ◽  
pp. 284-296
Author(s):  
Alicja R Sadownik
Keyword(s):  
Early Childhood ◽  
Social Context ◽  
Early Childhood Education ◽  
Children And Families ◽  
Education Students ◽  
Institutional Practice ◽  
Childhood Education ◽  
Education And Care ◽  
Teacher Education Students ◽  
Care Teacher

This article uses the concept of ‘superdiversity’ as a lens through which various conceptualisations of diversity in Norwegian early childhood education and care policies and professionals’ understandings are made visible. Although Norwegian early childhood education and care is expected to highlight, value, and promote diversity and mutual respect, little has been written on how diversity is actually understood by professionals as part of early childhood education and care institutional practice. On the basis of interviews with 2 migration pedagogues, 10 early childhood education and care teachers, and 15 early childhood education and care teacher education students, the following conceptualisations of diversity were reconstructed: diversity as embodied by different children and families; diversity as a social context for every child’s becoming; and diversity as equal participation. Each of these accounts involved ways of working with children and families from minority and majority backgrounds, and ‘diversity as a social context for every child’s becoming’ seemed to be most in line with the Norwegian curriculum. The curriculum focuses on the process of formative development/becoming, which overlaps with and may be meaningfully supplemented by superdiversity. However, superdiversity as a sociological concept requires careful operationalisation in dialogue with the field and its empirics .

scholarly journals Policies and practices of early childhood education and care during the COVID-19 pandemic: Perspectives from five countries

2021 ◽  
Vol 2 (2) ◽  
pp. 200-216
Author(s):  
Adrijana Visnjic-Jevtic ◽  
Anikó Varga Nagy ◽  
Gulsah Ozturk ◽  
İkbal Tuba Şahin-Sak ◽  
Jesús Paz-Albo ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Social Ecology ◽  
Review Article ◽  
Best Interests ◽  
Educational Inequalities ◽  
Childhood Education ◽  
The Social ◽  
Education And Care

The COVID-19 pandemic, which affects all areas of life, has also affected children in need of education and care. It is of great importance to develop policies that take into account the best interests of children in this process. In this review article, the policies developed for early childhood education and care during the pandemic period in five countries (Australia, Croatia, Hungary, Spain, and Turkey), how they are implemented, the problems that arose, and the solutions produced are discussed. As a result, the COVID-19 pandemic has revealed that we need to focus on eliminating the educational inequalities, set policies for the welfare of children on foundations that are more realistic, rebuild teacher training, and improve the welfare of families. Priorizating the best interests of the child in the policies to be developed and building the social ecology on justice will ease overcoming the crises that will be faced.

La experiencia del prácticum en educación infantil. Una narración en primera persona

2019 ◽  
pp. 60-76
Author(s):  
Victor Amar
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Professional Growth ◽  
Childhood Education ◽  
The Third ◽  
Formative Experience ◽  
Narrative Methodology ◽  
Very High

The chances of success of the internship in early childhood education, which takes place in the third degree, are very high. However, there may be circumstances that may befall the teacher-training student, which in a way turn the formative experience into a pretext for personal and professional growth. In order to know and understand its practice, we use narrative methodology. It is the most suitable way we have found to share his voice, giving him epistemological authority and being a pretext to improve from his experience. Her words lead us to understand that she wants to be a teacher, and that she learns in any situation, even though her tutor is in a context and with a very particular reality. The conclusion is in continuous construction as the student has learned, disapproved and reappeared with the practice; from being a student of practice to becoming one in practice.

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.

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