The state of parent involvement in early childhood education

2021 ◽  
pp. 185-198
Author(s):  
Ali Kemal Tekin ◽  
Laila Al-Salmi ◽  
Maryam Al-Mamari
Keyword(s):  
Parent Involvement ◽  
Early Childhood ◽  
Early Childhood Education ◽  
The State ◽  
Childhood Education

scholarly journals Professionalisation of early childhood education and care practitioners: Working conditions in Ireland

2021 ◽  
pp. 146394912110101
Author(s):  
Geraldine Mooney Simmie ◽  
Dawn Murphy
Keyword(s):  
Early Childhood ◽  
Women Workers ◽  
Early Childhood Education ◽  
Performance Management ◽  
Working Conditions ◽  
The State ◽  
Developmental Needs ◽  
Childhood Education ◽  
Care Workers ◽  
Education And Care

The last decade has revealed a global (re)configuring of the relationships between the state, society and educational settings in the direction of systems of performance management. In this article, the authors conduct a critical feminist inquiry into this changing relationship in relation to the professionalisation of early childhood education and care practitioners in Ireland, with a focus on dilemmatic contradictions between the policy reform ensemble and practitioners’ reported working conditions in a doctoral study. The critique draws from the politics of power and education, and gendered and classed subjectivities, and allows the authors to theorise early childhood education and care professionalisation in alternative emancipatory ways for democratic pedagogy rather than a limited performativity. The findings reveal the state (re)configured as a central command centre with an over-reliance on surveillance, alongside deficits of responsibility for public interest values in relation to the working conditions of early childhood education and care workers, who are mostly part-time ‘pink-collar’ women workers in precarious roles. The study has implications that go beyond Ireland for the professionalisation of early childhood education and care workers and meeting the early developmental needs of young children.

Early Childhood Education Schools in Brazil

2018 ◽  
pp. 202-221
Author(s):  
Tizuko Morchida Kishimoto
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
The State ◽  
Educational Practices ◽  
Japanese Education ◽  
Japanese Children ◽  
Childhood Education ◽  
The Third ◽  
Research Context ◽  
Brazilian Children

This chapter investigates play and interculturality between Brazilian and Japanese children in early childhood education schools in the state of Sao Paulo, Brazil. The research context is 27 schools in five cities with nursery and kindergarten. Three questions structure the article. The first deals with family motivations indicating Japanese education and culture as one of the reasons for choosing the schools. The second examines the objectives and educational practices, and the third explores the play and interculturality between Japanese and Brazilian children.

scholarly journals Uso do ambiente Code.org para ensino de programação no Ensino Fundamental I - uma experiência no Desafio Hora do Código.

2019 ◽  
Vol 9 (1) ◽  
pp. 63
Author(s):  
Márcia Regina Kaminski ◽  
Clodis Boscarioli
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Public School ◽  
Early Childhood Education ◽  
Student Development ◽  
School Environment ◽  
Educational Games ◽  
The State ◽  
Childhood Education ◽  
Positive Results

<p class="ResumoRevista"><strong>Resumo: </strong>O ensino de programação pode oferecer importantes contribuições ao desenvolvimento dos estudantes. Vários movimentos incentivam o ensino de programação nas escolas por meio de eventos como os da Hora do Código. A plataforma Code.org é um ambiente utilizado para promoção destes eventos que disponibiliza gratuitamente jogos educacionais para o ensino de programação. Este trabalho relata a experiência da participação de alunos de 2º a 5º ano de Ensino Fundamental I de uma escola pública em um destes eventos ocorrido no Estado do XXXXXX. Os resultados positivos motivaram a escola a estender as atividades com a plataforma Code.org para alunos de 1º ano e Educação Infantil. Os resultados dessas experiências são também detalhados.</p><p><strong>Abstract:</strong> The teaching of programming is gaining space in the school environment given the contributions it can offer to student development. Several movements encourage this work in schools through events such as Hora do Código. The Code.org platform is an environment used to promote these events that provides free educational games for programming learning. This paper reports the experience of the participation of students from 2nd to 5th year of Elementary School I of a public school in one of these events occurred in the State of XXXX. The positive results motivated the school to extend its activities with the Code.org platform for 1st year students and Early Childhood Education. The results of these experiments are also detailed.</p><p> </p>

scholarly journals The role of the State in Early Childhood Care and Education: Kindergartens as a Case Study of Changing Relationships

2008 ◽  
Author(s):  
Claire Davison ◽  
Linda Mitchell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
The State ◽  
Childhood Education ◽  
Employment Conditions ◽  
Early Childhood Care ◽  
Role Of The State ◽  
Childhood Care

Much of the public discussion of early childhood education policies has focused on particular policy initiatives, rather than considering more broadly what should be the role of the state in relation to young children’s education and upbringing. The roles that the state chooses to play are political decisions that are influenced by constructions of childhood and preferred policy approaches. In turn, these policy approaches help shape the nature of early childhood education. This article analyses changing models of state responsibility for New Zealand kindergartens to highlight their repercussions on kindergartens and the wider early childhood education sector. It argues that the state needs to take a supportive and responsible role in provision of early childhood care and education, to support a move away from a market model, and to resolve inequities in children’s access and teacher employment conditions that continue to beset the sector. The article ends by setting the discussion within an international context and suggesting policy challenges for early childhood education in New Zealand.

Sign in / Sign up

Export Citation Format

Share Document