Early childhood education in English-speaking Caribbean cultural communities

Maternal education and early childhood education across affluent English-speaking countries

International Journal of Behavioral Development ◽

10.1177/0165025421995915 ◽

2021 ◽

pp. 016502542199591

Author(s):

Robert L. Crosnoe ◽

Carol Anna Johnston ◽

Shannon E. Cavanagh

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Educational Attainment ◽

Maternal Education ◽

Relative Advantage ◽

Data Sets ◽

Childhood Education ◽

Country Level ◽

English Speaking ◽

Nationally Representative

Women who attain more education tend to have children with more educational opportunities, a transmission of educational advantages across generations that is embedded in the larger structures of families’ societies. Investigating such country-level variation with a life-course model, this study estimated associations of mothers’ educational attainment with their young children’s enrollment in early childhood education and engagement in cognitively stimulating activities in a pooled sample of 36,400 children ( n = 17,900 girls, 18,500 boys) drawn from nationally representative data sets from Australia, Ireland, U.K., and U.S. Results showed that having a mother with a college degree generally differentiated young children on these two outcomes more in the U.S., potentially reflecting processes related to strong relative advantage (i.e., maternal education matters more in populations with lower rates of women’s educational attainment) and weak contingent protection (i.e., it matters more in societies with less policy investment in families).

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Early Childhood Education as an Evolving ‘Community of Practice’ or as Lived ‘Social Reproduction’: Researching the ‘taken-for-granted’

Contemporary Issues in Early Childhood ◽

10.2304/ciec.2003.4.1.7 ◽

2003 ◽

Vol 4 (1) ◽

pp. 64-79 ◽

Cited By ~ 39

Author(s):

Marilyn Fleer

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Social Reproduction ◽

Best Practice ◽

Good Practice ◽

Childhood Education ◽

Perspective Drawing ◽

English Speaking ◽

Western View ◽

Shed Light

Early childhood education within many English-speaking countries has evolved routines, practices, rituals, artefacts, symbols, conventions, stories and histories. In effect, practices have become traditions that have been named and reified, evolving a specialist discourse. What has become valued within the profession of early childhood education is essentially a Western view of childhood. Documents abound with statements on what is constituted as ‘good’ practice or ‘quality’ practice or even ‘best’ practice. But for whom is this practice best? This article examines early childhood education from a ‘communities of practice’ perspective, drawing upon the work of Goncu, Rogoff and Wenger to shed light on the levels of agency inherent in the profession.

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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