scholarly journals Unpacking neoliberal policies: Interrupting the global and local production of the norms

2012 ◽  
Vol 3 (1) ◽  
pp. 30-42 ◽  
Author(s):  
I-Fang Lee

Unpacking neoliberal policies: Interrupting the global and local production of the normsEarly Childhood Education and Care (ECEC) has been constructed as a new site for educational, sociocultural, political, and economic investment. Coupled with such a growing and popular recognition of ECEC as a significant period of children's learning and development are critical issues concerning accountability, affordability, and accessibility to quality education and care for all. Highlighting the preschool education systems in Taiwan and Hong Kong as two examples from Asia, this paper aims to open up a discursive space for reconceptualizing the effects of neoliberal discourse and how such a system of reasoning reconstructed notions of inclusion/exclusion to limit the making of quality education and the provision of care for all.

Author(s):  
Margarita León

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.


2018 ◽  
Vol 20 (4) ◽  
pp. 498-516 ◽  
Author(s):  
Machuma Helen Muyia ◽  
Caroline S. Wekullo ◽  
Fredrick M. Nafukho

The Problem It has been argued correctly that of all the resources that nations are endowed with including physical resources such as land, gas, oil, mineral resources, and financial resources, the most durable resource is people. It is also a truism that regions endowed with large populations such as Brazil, China, and India are now emerging nations with very strong and growing economies. As the world of work changes globally, the demand for talent development is becoming one of the greatest opportunities for profit and nonprofit organizations in emerging economies such as Kenya. Africa with its young and educated population and its competition for talent poses both opportunities and challenges as the continent tries to address this critical component. Nowhere is this opportunity for talent development (TD) more urgent than in Kenya. The Solution Given the rising of Africa’s youth population and the need to develop talent in this region of the world, there is no easy or ready-made solution to guide human resource development (HRD) researchers and practitioners and policy makers in developing and optimally utilizing Africa’s best resource—its people. However, this article seeks to demonstrate how strategic planning and provision of quality education are the best form of intervention for TD in Africa. The fact that individuals have talent is not sufficient, hence the importance of developing talent through learning. Thus, learning requires well-designed quality education and training programs that can lead to people being open to new ideas and a disposition to question what people already know. This is even more seminal especially in the fast-changing technology-controlled workplace. The Stakeholders Human resource officers, learning and development officers, Directors of Human Resource Management, HRD researchers, HRD practitioners.


2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.


2019 ◽  
Vol 17 (3) ◽  
pp. 220-232
Author(s):  
Johanna Einarsdottir

The aim of the study was to shed light on Icelandic parents’ views on their children’s preschool educations and explore if their views have changed over the last decade. In 2005/2006, focus group interviews were conducted with parents of 5- and 6-year-old children in three preschools in Iceland. In 2016, the same preschools were revisited, and now 26 parent participants were interviewed. Several challenges have been facing Icelandic early childhood education and care in the last decade. Iceland is faced with academic pushes and pressures to increase accountability. In addition, society is moving from a homogeneous to a multicultural nature. Therefore, it was of interest to explore if parents’ views had changed over the last decade. However, mostly parents of Icelandic origin were willing to participate. The findings from the present study therefore show the views of dominant Icelandic parents. The views of those parents have not changed much over the last decade, in spite of changes in the societal and educational landscape. They endorsed play as well as social and personal competences. The findings indicate that socio-cultural discourses are influential in shaping the narratives of participating parents. It seems that the parents were expressing ideas proposed by the Icelandic National Curriculum Guidelines for Preschools and their views reflect the dominant cultural values that are presented in the curriculum guidelines. One can assume that these cultural values reflected in the curriculum are stronger than the current neoliberal, global emphasis since the ideas of the participating parents had not changed significantly from the views of parents a decade ago, in spite of an international trend emphasising the academification of preschools and increasing multiculturalism in the country. Hence, the study shows clearly that despite neoliberal pressures, play and child-centred preschools remain a priority for Icelandic parents.


2002 ◽  
Vol 2 (2) ◽  
pp. 136-162
Author(s):  
Jean-Louis Paour ◽  
Sylvie Cèbe

The authors make the case for the application of cognitive education with low-achieving children in preschool education. Their principal argument is that it is not sufficient to modify the curriculum contents and to present rich and varied activities in order to help the children to confront the basic learning tasks of the primary grades under good conditions. One must also help them to put into practice an effective cognitive functioning in these activities. Building upon a constructivist view of learning and development, the authors propose and illustrate a group of psychopedagogical conditions for presenting tasks that can help to induce and sustain modes of effective functioning that lead to conceptual abstraction. The authors illustrate the application of their concepts with empirical data obtained with a program of cognitive education for young children, Bright Start, as a vehicle for implementing these conditions.


2021 ◽  
Author(s):  
Bernhard Kalicki ◽  
Anke Koenig

The relevance of early childhood education and care (ECEC) is widely acknowledged in many countries, the number of ECEC settings is expanding correspondingly. This trend reflects the tremendous learning potential during early childhood. Right from birth and during early childhood a variety of learning processes are initiated that foster agency, self-regulation and development. Even the newborn is an active learner, a competent interaction partner and a problem-solver. In line with a deeper understanding of the mechanisms, principles and conditions of learning, early childhood education relies on pedagogical concepts, approaches and didactic methods that promote early learning and development. ECEC settings for young children stimulate exploration and action in everyday situations, embedded in social relations and interactions with peers and with a skilled and reliable pedagogical professional. The expansion and professionalization of the ECEC sector requires establishing a research infrastructure as well as implementing different research approaches at the micro-, meso- and macro-level of the system of early childhood education.


1995 ◽  
Vol 177 (3) ◽  
pp. 39-55
Author(s):  
Jane Lannak

Millie Almy, professor emerita, University of California, Berkeley, entered the field of early childhood education after graduating from Vassar College in 1936. For the next ten years she participated variously as teacher, director, and supervisor in programs which are regarded today as landmarks in preschool education. Examples of such programs include: The Yale Guidance Nursery, a Works Progress Administration (WPA) nursery school, and a Lanham Act child care center. This article presents her recollections of these programs and her insights into her experiences. Almy addresses the critical issues of program quality, teacher qualifications and compensation, and parent involvement. These are issues which continue to challenge early childhood educators today.


Author(s):  
Stig Broström

Abstract: In early childhood education and care there has been a tendency in recent years to narrow down the educational practice to an introduction to school with a strong emphasis on literacy and math. It is essential that early childhood education and care researchers and practitioners analyse and reflect on this tendency and consider developing an alternative approach: Critical early childhood education. On the basis of a critical theory of society, a theory of recognition (Honneth, 1995), a Bildung oriented critical-constructive Didaktik* (Klafki, 1995, 1998) and various childhood approaches (Dahlberg, Moss, & Pence, 2001, 2007), this article will present an outline of critical preschool education.* The German term Didaktik is not the equivalent of the English term didactics. The concept of Didaktik goes beyond both didactics and the term curriculum by focusing on both democratic aims and content with a liberation perspective. A theoretical discussion on this issue is elaborated in Hopmann & Riquarts (1995).


2021 ◽  
pp. 174462952110185
Author(s):  
Richard Vergunst ◽  
Judith McKenzie ◽  
Anthea Hansen

In the South African context, children with severe to profound intellectual disabilities are not accommodated in the compulsory education system, although steps are being taken in this direction in acknowledgement of their right to education. Critical to this development is the training of educators and caregivers. There is a paucity of studies from South Africa addressing the training of educators and caregivers. The Teacher Empowerment for Disability Inclusion (TEDI) project developed a course on the education and care of children with severe to profound intellectual disabilities to facilitate and empower teachers to provide quality education for these learners. This paper explores, through a qualitative analysis, the ways in which 30 participants attending this course developed professionally and personally. The findings show that there was personal as well as professional learning in the areas of disability approaches, collaboration, advocacy, self-care, and confidence. These findings are discussed and future implications are addressed.


Sign in / Sign up

Export Citation Format

Share Document