scholarly journals Is Cinderella Back Among the Cinders? A Review of Early Childhood Education in the Early 1990s

1993 ◽  
Author(s):  
Carmen Dalli
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Sector ◽  
Education Policies ◽  
Childhood Education ◽  
Early Childhood Education Policies

The nineties started out as a time of optimism for the early childhood education sector: the Before Five policies, including phased implementation of higher funding, had just come on stream; policies were put in place in the late 1980s to improve the quality of early childhood education and were coming to fruition. The 1991 budget dampened this optimism: early childhood funding was capped at 1990 levels and a period of retrenchment set in. This paper discusses early childhood education policies over the last three years and some of the issues that arise from these.

scholarly journals Business managers in children’s playground : Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand

2021 ◽  
pp. 146394912198936
Author(s):  
Olivera Kamenarac
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Business Managers ◽  
Professional Identities ◽  
Education Policies ◽  
Childhood Education ◽  
Teacher Professional ◽  
Early Childhood Education Policies ◽  
Policies And Practices

The impacts of neo-liberal education reforms on the early childhood education sector have been a focal point of scholarly critiques in New Zealand. Interestingly, only a few studies have addressed how teacher professional identities and professionalism have changed in response to the neo-liberal context of New Zealand early childhood education. It has been, however, recognised that understanding the complexity of teacher professional identities within the rapidly transforming landscape of early childhood education is a key consideration in implementing and sustaining a change agenda in education policies and practices. In this article, the author draws on data from her research study about how teachers’ professional identities have been reconstructed in response to the shifting discourses in New Zealand early childhood education policies and practices. Specifically, the author explores the construction of teachers as business managers, which has emerged through an interplay of discourses of marketisation and privatisation driving some of the country’s early childhood education policies and practices. It is argued that the construction of teachers as business managers has altered core professional ethical values underpinning the teaching profession, professionalism and the purpose of early childhood education in New Zealand, which were traditionally embedded in discourses of collective democracy, equity and social justice.

scholarly journals Implementation of Early Childhood Education Policy in The Pandemic of COVID-19 In Indonesia

2020 ◽  
Vol 6 ◽  
pp. 00007
Author(s):  
Serli Marlina ◽  
Nur Hazizah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Policy ◽  
Parental Knowledge ◽  
Literature Study ◽  
Education Policies ◽  
Childhood Education ◽  
Early Childhood Education Policy ◽  
Learning At Home ◽  
Early Childhood Education Policies

This study aims to describe the application of early childhood education policies in the middle of COVID-19. This research method is a literature study, this study conducted a review of the literature-literature re-lating to the execution of early childhood instruction approach amid the COVID-19 pandemic in Indonesia. The results of this study found early childhood education policy during the COVID-19 pandemic was not implemented properly, the unequal internet access so parents cannot access learning and economic prob-lems from parents so that they are unable to present tools for support online learning. the lack of parental knowledge of early childhood education. Learning at home must be in accordance with the interests and conditions of children not implemented because children tend to be left playing without supervision.

Evaluating the Free Early Childhood Education Policies in Taiwan with the 3A2S Framework

2014 ◽  
Vol 3 (2) ◽  
pp. 268-289 ◽  
Author(s):  
Suzannie K. Y. Leung
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Mainland China ◽  
Asia Pacific ◽  
Asia Pacific Region ◽  
Education Policies ◽  
Educational Statistics ◽  
Childhood Education ◽  
Early Childhood Education Policies ◽  
Positive Effect

The policy of ‘free’ education for young children has come to be a concern in some parts of the Asia-Pacific region in the recent decades. When the early childhood education (ece) policies of Hong Kong, Macau, Shenzhen and some of the provinces on the Mainland China were being studied, the policies in Taiwan have also received some attention. In this paper, the ece policies of Taiwan have been reviewed with the 3A2S framework which refers to accessibility, affordability, accountability, sustainability, and social justice. In doing so, the most up-to-date data from the national and educational statistics of Taiwan were used for the analysis. This policy review does allow us to see how Taiwan has dealt with ece. While there are indications that some of the elements of the framework have had positive effect, others require additional research and reform in the future.

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