An integrated system of early childhood education and care governance in Turkey: views of policy-makers, practitioners, and academics

2013 ◽  
Vol 33 (4) ◽  
pp. 367-379 ◽  
Author(s):  
Demet Gören Niron
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Integrated System ◽  
Policy Makers ◽  
Childhood Education ◽  
Education And Care

scholarly journals Positive Discrimination Policies and Indigenous-Based ECEC Services in Bogota, Colombia

2019 ◽  
Vol 8 (2) ◽  
pp. 39 ◽  
Author(s):  
Carmen María Sanchez Caro
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Inequality ◽  
Minority Groups ◽  
Daily Lives ◽  
Policy Makers ◽  
Childhood Education ◽  
Education And Care ◽  
Positive Discrimination ◽  
Conventional Services

This article aims to present a few tensions and contradictions when implementing children’s rights using the case of three Casas de Pensamiento Indígena (CPI)—indigenous childcare services—in Bogotá. It questions global policies and local interpretations of early childhood education. Its main purpose is to find insights on what it means to attend to young children from minority groups. Could early childhood education and care (ECEC) services be reduced to ethnic backgrounds? In the struggle to deal with global, local, and community discourses, policy makers see positive discrimination not only as a way to justify their actions and their policies but also as a way to respond to the question of equity and diversity, regardless of equality. Therefore, this article highlights this discussion on positive discrimination as a way to intensify social inequality or reproduce inequalities at another level with a different name. Rancière’s dissertation on politics (Rancière 1998) and on the different meanings of politics and politique is used to understand the subtle relationship between equity and diversity. Considering all of this, it was decided to do fieldwork to comprehend the daily lives of CPI settings and the complexity of their formalization/institutionalization. The study highlights how CPI both differs from and is part of conventional services, and how indigenous caregivers and children face an institutional script that asks them to perform indigenism.

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.

scholarly journals Professionalisation of early childhood education and care practitioners: Working conditions in Ireland

2021 ◽  
pp. 146394912110101
Author(s):  
Geraldine Mooney Simmie ◽  
Dawn Murphy
Keyword(s):  
Early Childhood ◽  
Women Workers ◽  
Early Childhood Education ◽  
Performance Management ◽  
Working Conditions ◽  
The State ◽  
Developmental Needs ◽  
Childhood Education ◽  
Care Workers ◽  
Education And Care

The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform ensemble and practitioners’ reported working conditions in a doctoral study. The critique draws from the politics of power and education, and gendered and classed subjectivities, and allows the authors to theorise early childhood education and care professionalisation in alternative emancipatory ways for democratic pedagogy rather than a limited performativity. The findings reveal the state (re)configured as a central command centre with an over-reliance on surveillance, alongside deficits of responsibility for public interest values in relation to the working conditions of early childhood education and care workers, who are mostly part-time ‘pink-collar’ women workers in precarious roles. The study has implications that go beyond Ireland for the professionalisation of early childhood education and care workers and meeting the early developmental needs of young children.

scholarly journals Associations between Children’s Risky Play and ECEC Outdoor Play Spaces and Materials

2021 ◽  
Vol 18 (7) ◽  
pp. 3354
Author(s):  
Ellen Beate Hansen Sandseter ◽  
Ole Johan Sando ◽  
Rasmus Kleppe
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Outdoor Play ◽  
Children's Play ◽  
Functional Play ◽  
Childhood Education ◽  
Education And Care ◽  
Risky Play ◽  
The Relationship ◽  
Play Materials

Children spend a large amount of time each day in early childhood education and care (ECEC) institutions, and the ECEC play environments are important for children’s play opportunities. This includes children’s opportunities to engage in risky play. This study examined the relationship between the outdoor play environment and the occurrence of children’s risky play in ECEC institutions. Children (n = 80) were observed in two-minute sequences during periods of the day when they were free to choose what to do. The data consists of 935 randomly recorded two-minute videos, which were coded second by second for several categories of risky play as well as where and with what materials the play occurred. Results revealed that risky play (all categories in total) was positively associated with fixed equipment for functional play, nature and other fixed structures, while analysis of play materials showed that risky play was positively associated with wheeled toys. The results can support practitioners in developing their outdoor areas to provide varied and exciting play opportunities.

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