scholarly journals Rola wczesnej edukacji i opieki w ograniczaniu skutków ubóstwa wśród dzieci

2017 ◽  
Vol 38 (3) ◽  
pp. 21-33
Author(s):  
Elżbieta Subocz
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Language Skills ◽  
Negative Consequences ◽  
Social And Emotional Development ◽  
Criminal Proceedings ◽  
Childhood Education ◽  
Social And Emotional ◽  
The Social ◽  
Education And Care

This article attempts to answer the question: what role does the process of early childhood education and care play in reducing the effects of poverty among children? The main argument of the article states that education (started as early and lasting as long as possible) is the only chance to limit the negative consequences of poverty, as well as to overcome the intergenerational transmission of poverty and social exclusion. Relying on the results of foreign (mostly American) surveys, it has been proven that good quality early childhood education and care is beneficial for children living in poverty, as well as for society as a whole. It positively influences the social and emotional development of children, their language skills and school achievements. Children who benefited from institutions / programmes for early childhood education and care, in adulthood do better in the labour market, have higher earnings and are less likely to seek stimulants. Society bears lower costs of special education, anti-social behaviour, criminal proceedings, social welfare and health of young people and adults.

scholarly journals Sharing is Caring: A Study of Food-Sharing Practices in Australian Early Childhood Education and Care Services

Nutrients ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 229
Author(s):  
Ruth Wallace ◽  
Karen Lombardi ◽  
Charlotte De Backer ◽  
Leesa Costello ◽  
Amanda Devine
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Emotional Development ◽  
Food Sharing ◽  
Social And Emotional Development ◽  
Childhood Education ◽  
Social And Emotional ◽  
Care Services ◽  
Education And Care ◽  
Family Style

Food connects people, and can significantly impact the physical, social and emotional development of young children. Food sharing and family-style mealtimes can support healthy eating practices and psychological well-being among young children, and carersother than family members, such as Early Childhood Education and Care staff, play an important role in the provision of these practices. Despite increasing numbers of Australian children attending Early Childhood Education and Care services, there is often reluctance among staff to promote such mealtime practices, to the detriment of children’s social and emotional development. The aim of this paper was to focus on the potential role of Early Childhood Education and Care services in facilitating food sharing and family-style mealtime practices in the earliest stages of the lifespan. A qualitative, netnographic approach was used, and data was collected as part of the broader ’Supporting Nutrition for Australian Childcare’ (SNAC) study, via online conversation threads, observations and qualitative interviews. Findings demonstrated that whilst many Early Childhood Education and Care services are committed to supporting food sharing and family-style mealtime practices, a number of barriers were reported. These included the perception that babies and toddlers could not participate in these practices, concerns about food hygiene and cross contamination of allergens, and negative parental influences on food sharing. In conclusion, this paper supports the practice of food sharing in Early Childhood Education and Care settings and calls for them to become embedded in everyday operations to support the physical, social and emotional development of Australia’s future generations.

scholarly journals Social and Emotional Learning Associated With Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers

2018 ◽  
Vol 1 (8) ◽  
pp. e185727 ◽  
Author(s):  
Claire Blewitt ◽  
Matthew Fuller-Tyszkiewicz ◽  
Andrea Nolan ◽  
Heidi Bergmeier ◽  
David Vicary ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Childhood Education ◽  
Social And Emotional ◽  
Education And Care

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.

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