scholarly journals Looking Back and Moving Forward: Historicising the Social Construction of Early Childhood Education and Care as National Work

2007 ◽  
Vol 8 (2) ◽  
pp. 144-156 ◽  
Author(s):  
Sandie Wong
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Construction ◽  
Childhood Education ◽  
The Social ◽  
Education And Care ◽  
Looking Back

scholarly journals Education for sustainable development in early childhood education in Finland

2013 ◽  
Vol 15 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Jyrki Reunamo ◽  
Liisa Suomela
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Education For Sustainable Development ◽  
Social Aspects ◽  
Tree Model ◽  
Specific Content ◽  
Childhood Education ◽  
The Social ◽  
Education And Care

Abstract In the Finnish early childhood education and care (ECEC) curriculum, there is no specific content for education for sustainable development (ESD). Thus, it is not possible to get direct guidelines on how to conduct ESD in ECEC from the curriculum. We seek to look at the preferences of Finnish early childhood educators through the model of extended environmental education. Behind this model is Palmer's tree model and an emphasis on empirical, social and ethical components of ECEC. The research method employed a survey. Altogether 924 teams in Southern Finland evaluated their learning environments. By using a factor and reliability analysis, we extracted three factors relevant to the extended Palmer's model. The teachers primarily emphasised the understanding (learning) aspects of ECEC. The second most important aspect comprised the social aspects of education. The third most important aspect included the ethical and participant aspects of ECEC. Potential implications and indications to the practice of ESD are discussed

Pandemic Effects: Ableism, Exclusion, and Procedural Bias

2021 ◽  
pp. 16-29
Author(s):  
Kathryn Underwood ◽  
Tricia Van Rhijn ◽  
Alice-Simone Balter ◽  
Laura Feltham ◽  
Patty Douglas ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Communities ◽  
Childhood Disability ◽  
Childhood Education ◽  
Rural And Urban ◽  
The Social ◽  
Education And Care ◽  
Institutional Organization ◽  
Inclusive Early Childhood

The COVID-19 pandemic has changed social organizations and altered children’s worlds. As part of an ongoing longitudinal study of the institutional organization of disabled children’s lives, since March 2020 we have conducted interviews with families in rural and urban communities across Canada (65 families at the time of writing). The narrow focus of governments on the economy, childcare, and schooling does not reflect the scope of experiences of families and disabled children. We describe emerging findings about what the effects of the pandemic closures demonstrate about the social valuing of childhood, disability, and diverse family lives in early childhood education and care. Our research makes the case that ableism, exclusion, and procedural bias are the products of cumulative experiences across institutional sites and that it is critical we understand disabled childhoods more broadly if we are to return to more inclusive early childhood education and care.

scholarly journals FROM THE WELFARE STATE TO THE SOCIAL INVESTMENT STATE

2019 ◽  
Vol 3 (1) ◽  
pp. 53-71
Author(s):  
Maurizio Ferrera
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
The Political ◽  
Social Investment ◽  
Childhood Education ◽  
Child Policy ◽  
The Social ◽  
Education And Care ◽  
British Experience ◽  
The Welfare State

This paper discusses the basic rationale which has inspired the intellectual and policy reorientation towards “social investment”, with particular attention to child policy. The firstsection outlines the main features of the social investment approach, contrasting it with the more traditional “Fordist” approach. The second and third sections explain why and how early childhood education and care canmake a difference in termsofbothefficiencyandequity.Thefourthsectionbrieflysummarizes the British experience under New Labour, while the fifth section discusses issues of quality and accessibility. The conclusion wraps up, underlining the need to step up the shift to- wards social investment, overcoming the political obstaclesto reform.

‘Investing’ in early childhood education and care in Aotearoa New Zealand: Noddings’ ethics of care and the politics of care within the Social Investment approach to governance

2017 ◽  
Vol 7 (4) ◽  
pp. 335-345 ◽  
Author(s):  
Andrea Delaune
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Ethics Of Care ◽  
Social Investment ◽  
Childhood Education ◽  
Aotearoa New Zealand ◽  
Childhood Care ◽  
The Social ◽  
Education And Care

This article draws from Nel Noddings’ ethics of care as a basis for analysing the political effects of the burgeoning Social Investment approach to governance in Aotearoa New Zealand. To assess the effects of the Social Investment paradigm of governance in relation to early childhood care and education, this article commences with an historical analysis of the relationships between the concepts of ‘care’ and ‘education’ through the history of Aotearoa New Zealand in relation to early childhood education and care. Following this, the burgeoning Social Investment paradigm will be charted. Then, the major principles of Noddings’ ethics of care are outlined and utilised to scrutinise current and potential effects the Social Investment paradigm will have on early childhood education and care and the discourses of ‘care’ and ‘education’. Foucauldian theories augment Noddings’ theories to highlight the bio-politics of care.

Early Childhood Education and Care Content for the Social Work Curriculum

2013 ◽  
Vol 33 (3) ◽  
pp. 308-324
Author(s):  
Joy Pastan Greenberg ◽  
Robert Herman-Smith ◽  
Susan F. Allen ◽  
Maryah Stella Fram
Keyword(s):  
Early Childhood ◽  
Social Work ◽  
Early Childhood Education ◽  
Childhood Education ◽  
The Social ◽  
Education And Care

scholarly journals What characteristics of funding, provision and regulation are associated with effective social investment in ECEC in England, France and Germany?

2019 ◽  
Vol 49 (4) ◽  
pp. 681-704 ◽  
Author(s):  
ANNE WEST ◽  
AGNES BLOME ◽  
JANE LEWIS
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Policy Development ◽  
Social Investment ◽  
High Quality ◽  
Childhood Education ◽  
The Social ◽  
Education And Care ◽  
Financial Expenditure ◽  
Staff Qualification

AbstractEarly childhood education and care (ECEC) is seen as a crucial element of the social investment state. Whilst the extent of social investment in ECEC depends on financial expenditure, its effectiveness depends on certain conditions being met: namely, affordable, high quality provision being available. We explore policy development and the role played by government in the funding, provision and regulation of ECEC in England, France and Germany and then compare availability, affordability and quality. We argue that for children aged three and over, social investment can be deemed to be broadly effective in France and Germany, but in England quality is compromised by low staff qualification levels in private childcare centres. For children under three, effective social investment is elusive in all countries, although as a result of different conditions not being met. Our findings lead us to question the limitations of the concept of social investment in ECEC, particularly in marketised contexts.

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