Article

Starting Strong: The Persistent Division between Care and Education

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Abstract

The present paper provides a brief overview of the early childhood education and care policy (ECEC) reviews of Organization for Economic Cooperation and Development (OECD) countries, which began in late 1998 and continue into the present. It is hoped that reviews of 20 countries will be completedby end 2003. The experience of the reviews suggests that a deep-rooted division between care and education continues to delay significant investment in care services for children from birth up to secondary school age. To clarify why this dichotomy persists, the first section of the paper explores the challenge to governments to bring education and care together. The negative consequences of the division are then explored, in particular the great imbalance in investment and supply of services for under-threes and over-threes; the relative neglect of the care in education, including after-schoolcare places for children; and the continuing weak position of women in the labour market. Thirdly, and in contrast, some of the economic (cost–benefit) evidence in favour of public investment in ECEC (including parentalleave policies) is outlined. Finally, some suggestions are offered as to how the divide between education and care might eventually be reduced.

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... Som et eksempel på søgninger, startede jeg med at orientere mig indenfor feltet ved, i Det Kongelige Biblioteks databaser, at søge på "skoleparathed", "tidlig indsats", "school readiness", "early intervention" og kombinationerne af disse, og kom hurtigt frem til begrebet "early childhood education and care". Via Early Childhood Education and Care (Bennett, 2003) kom jeg frem til Head Start-programmet, som bragte mig videre til specifikke undersøgelser og forskning i forbindelse med Head Start og videre til OECDs tiltag, Starting Strong. Herfra videre til nyere forskning i skoleparathed i både Europa, USA og de to store, nye danske undersøgelser om børns tidlige opvaekstvilkår. ...
... Starting Strong er en raekke undersøgelser, igangsat af 12 OECD-medlemslande, som i 1998 besluttede sig for at begynde at investere i børns tidligste udvikling, efter at forskning havde vist at positive, tidlige erfaringer på kort sigt fremmer børns kognitive, sociale og emotionelle udvikling og på langt sigt deres muligheder for bedre uddannelse, job og socialt liv (Bennett, 2003). Starting Strong undersøger ikke specifikke tiltag og programmer, men beskaeftiger sig med policy, kvalitet, adgang og ligestilling til tidlige indsatser (Early Childhood Educations and Care -forkortet ECEC) for børn fra fødsel til skolestart i sine Skoleparathed og de kognitive funktioner Kirsten Korning -1981028 8 bestraebelser på at skabe et overblik over, hvad der overordnet set virker og hvorfor (OECD, 2001). ...
... I efteråret 2001 blev endnu en undersøgelse i OECDs regi vedtaget, med yderligere tilslutning fra Canada, Frankrig, Ungarn, Irland, Korea, Mexico og Spanien (Bennett, 2003). ...
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Based on a survey from 2016, stating that 15 % of all children in Danish pre-schools are developmentally one to two years behind their peers, and this consequently meaning, they may find it difficult to reach school readiness the year they turn 6 years, I examine if Reuven Feuerstein’s understanding of cognitive functions have the potential to serve as an efficient tool for preschool teachers to help children reach school readiness in time for school start. A large body of science has for decades evaluated and determined children’s school readiness by testing domain specific cognitive skills along with behavior and social skills. Especially the American preschool program Head Start has been target for a considerable amount of such scientific examination. Over the last two decades, however, interest has turned to also considering the role of the domain general cognitive functions in creating children’s school readiness. The above, mentioned three main understandings of intelligence, its development and consequences for learning, have in particular dominated the field the last half century. One is Piaget’s understanding of mental development as driven by biological maturation, another is Vygotsky’s social-cultural theory of mental development as mediated by a given surrounding culture and the third is the information–processing theory on human development of intelligence, all three of which theoretical position offers it’s own specific view on child development, from which I extract the corresponding definition of school readiness. Initially I discuss the developmental theoretical positions of Piaget, Vygotsky, and the information-processing paradigm, represented by Karmiloff-Smith’s model of Representative Re-description, and exam their respective potential for creating school readiness in children. Following this, I examine whether Feuerstein’s theory of intellectual development and understanding of cognitive functions, which combines the domain general cognitive functions and domain specific cognitive functions in an operational set of pedagogically manageable cognitive functions may serve as an efficient working tool for preschool teachers in their effort to create school readiness in children. My hypothesis is, that, existing or to be acquired, knowledge about the domain general and the domain specific cognitive functions, along with their mutual interrelations, may help support pedagogic efforts to help children develop school readiness. The issue is of importance not only to the concerned children and their preschool teachers, but also to society as a whole, by possibly offering a better chance of education and subsequently job and life conditions to the 15 % of preschool children who are at present at risk for not reaching school readiness before they turn 6 years old.
... Historically, European ECEC services have been characterized by a persistent division between care and education that has its roots in the late 19 th century with the emergence of several of these institutions in cities across Europe (BENNETT, 2003). Thus, childcare services were developed under charitable purposes, while early education services were incorporated in a growing tendency towards the organization of public education services. ...
... According to Bennett and Kaga (2010), these dual historical pathways derived in services with different visions of young children and childhood, embodied in different, and often inconsistent, Educação Unisinos -v.24, 2020 (18619) programme goals, contents and approaches. Bennett (2003) states that the parallel development of these two strands of early intervention was mirrored at the level of governance, configuring split systems in which the services for children under-three were located under the minister for social, family and health policy, and ECEC for children over-three were kept under the responsibility of the ministry of education. This dualistic background led to the current coexistence of two main models of ECEC organization: (i) a split system that structures ECEC services by age, in two phases 5 , the first integrating provision for infants and toddlers and commonly referred to as childcare, and the second phase encompassing services for older children, usually as part of the national education system; (ii) an integrated or unitary system, in which ECEC services for all children under-six years are arranged in a single phase with the governance of the ministry of education (EUROPEAN COMMISSION/EACEA/EURYDICE/EUROSTAT, 2014). ...
... More specifically, a detrimental effect has been identified at the level of the access to services, with a legal entitlement usually benefiting older children (BENNETT e KAGA, 2010; EUROPEAN COMMISSION/EACEA/EURYDICE/EUROSTAT, 2014). Moreover, the shortage of services in many countries, and particularly in urban areas, drive working parents to seek solutions in the private market or rely on informal arrangements (BENNETT, 2003). As a consequence, ECEC services for children under-three became particularly vulnerable to two tendencies identified by Vandenbroeck, Peeters, Urban and Lazzari (2016): familiarisation (representing the growing number of childcare places organised by childminders or family daycare providers) and marketisation (meaning the encouragement towards private initiatives, with less or no funding from states). ...
Article
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Over the last few decades, the Western world has faced major changes in the social, economic and demographic realms that have influenced the way of conceptualizing and organizing the provision for children under-three and generated attention towards the professional preparation in this sector. This article aims to present an analysis of the initial professional studies (IPS) of core professionals that work in centre-based services, both in Europe and Australasia. Secondary data from policy documents and open access databases were analysed considering three interrelated aspects: ECEC governance and its implications for IPS, minimum qualification requirements and recent policy initiatives. Results show the positive impact of integrated systems in IPS, a wide diversity of qualification requirements, the recent efforts of some countries in levering professional preparation, but also the challenges and pitfalls concerning a collective (ethical) commitment towards the education of younger citizens.
... Paradigm change is typically measured as changes in governments' overall goals, the policy instruments used to obtain those goals, and the precise settings of those instruments (Hall, 1993). 2 Haas (1989, p. 384, n. 20) defines an epistemic community as a "community of experts sharing a belief in a common set of cause-and-effect relationships as well as common values to which policies governing these relationships will be applied." has proven difficult to persuade policy makers to act (and the public to accept) government funding of ECEC services; that is, to shift from seeing child care as a private good and early education as unnecessary, to seeing both as essential, integrated public services (Bennett, 2003). International organizations' and transnational policy actors' framing of these policies may thus overcome traditional antipathy to these programs and contribute to new norm creation. ...
... NEGP, 1997). As Bennett (2003) argues, that ECD concern for the "whole child" and childhood as a sui generic period in life underlies the social pedagogical approach, as does the notion of the child as learner. 8 The child as learner means not just in the purely cognitive way that many human capital arguments conceive of learning as "school readiness" and achieving a certain level of literacy and numeracy by a certain age. ...
... Of course, those concerned with human capital development would not disagree that social pedagogy is important. Bennett (2003Bennett ( , 2005 thus develops a more sophisticated means of differentiating between what he calls the traditional pre-primary approach to early learning from a social pedagogical approach (see also OECD, 2006, ch. 6). Bennett (2003, pp. ...
Article
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In this paper I investigate the extent to which the issue of early childhood education and care (ECEC) has been "internationalized" to become the focus of attention of a number of international organizations (IOs) including the European Union (EU) 2 the International Labour Organization (ILO), 3 the Organization of American States (OAS), 4 the Organisation for Economic Co-operation and Development (OECD), 5 United Nations (UN) agencies, particularly the United Nations Educational, Scientific, and Cultural Organization (UNESCO), 6 and the UN Children's Fund (UNICEF) --through the instrument of the Convention on the Rights of the Child --and the and the World Bank. 7 Through an examination of a number of policy statements and other primary documents published by these organizations, the paper traces the attention these IOs have paid to the issue, as well as how these IOs frame 8 the ECEC policy debate. Building on Mahon's examination of the frames found in OECD (Mahon, 2006; 2008) and World Bank (Mahon, 2009) policy documents, this paper finds that these IOs' policy recommendations are increasingly dominated by human capital development frames, although there is evidence of three other competing frames: one that rests on more social pedagogic norms that promote a concern for the well being of the "whole child"; another that focuses on children's rights to services and countries' obligations to deliver services; and a fourth that focuses on parental employment concerns and the connection between ECEC policies and programs and gender equality. The paper then examines the justice implications of the frames manifest at the international level and particularly the implications for gender equality of the human capital development frame. 9 The norms underpinning this frame include a belief in the positive relationship between early childhood development (ECD) and early childhood education (ECE) include, for example, European Commission Childcare Network (1990), European Commission Network on Childcare (1996) and others discussed below. 3 Relevant policy documents include, for example, ILO Office of the Director-General (2003), ILO Bureau for Gender Equality (2006). 4 In a plenary session on 16 November 2007, the Ministers of Education of the member states of the OAS adopted a hemispheric commitment to "increase quality early childhood comprehensive care and education policies and processes" (OAS, 2007). 5 Relevant policy documents include OECD (2001, 2006) and the numerous country notes and background reports. 6 See, for example, UN (2007), UN Children's Fund (2001), UN Office of the High Commissioner for Human Rights (1989), and UNESCO (2006). 7 Relevant policy documents include Young (2002; 2007). 8 I use the term policy "frame" rather than policy "discourse" to emphasize that paradigmatic views on ECEC policies and programs have not yet been formed. Instead, various actors are using a variety of persuasive devices to "'fix meanings, organize experience, alert others that their interests and possibly their identities are at state, and propose solutions to ongoing problems'" (Payne, 2001, p. 39). I define discourses as "broad systems of communication that link concepts together in a web of relationships through an underlying logic" (Ferree and Merrill, 2000, p. 455). While Schmidt (2008) and others label these frames, they really are amalgamations of frames connected together with a coherent underlying logic. The framing process connotes the process by which "discourses, ideologies, and frames are all connected" (Ferree and Merrill, 2000, p. 456). For a broader discussion of these terms see White (2009). 9 A companion paper by Friendly and White (2009) on the quality implications of ECEC investment in liberal welfare states is in progress.
... This is not a problem exclusive to Australia. Successive reviews of OECD countries have recommended greater coherence in early childhood policies and services (Bennett, 2003;OECD, 2001OECD, , 2006. The traditional division of the child into care, education, health, social welfare, or family components of early childhood and family support services undermines coherent policy-making and prevents an efficient use of resources (Bennett, 2003). ...
... Successive reviews of OECD countries have recommended greater coherence in early childhood policies and services (Bennett, 2003;OECD, 2001OECD, , 2006. The traditional division of the child into care, education, health, social welfare, or family components of early childhood and family support services undermines coherent policy-making and prevents an efficient use of resources (Bennett, 2003). ...
... Many of the curriculum statements reflect this bias, and do not serve well as frameworks for working with younger children. This is an international phenomenon rather than one peculiar to Australia (Bennett, 2003;OECD, 2001). The evidence suggests that comprehensive and holistic services from birth to school age yield benefits that are as great or greater than preschool services alone (Morrissey and Warner, 2007). ...
... Perhaps the education versus care divide can be overcome by promoting a better, research-based understanding of what education actually means for infants and toddlers. While ECEC researchers and educators have long agreed that the caring relationships underpin both social attachment and learning (Bennett, 2003), policy and curriculum documents such as the Australian Productivity Commission report and the EYLF seem to construe early childhood education as the provision of academic experiences with a visible focus on literacy and numeracy (Coley et al., 2014;Davis & Dunn, 2018;Degotardi, Sweller, et al., 2018). Other forms of learning, such as exploring materials, developing memory, mastering concepts, and problem-solving as young children persist with tasks such as sitting down from a standing position, or feeding themselves (Petersen, 2012) are less well documented, as is neurobiological research evidence that caring, relationship-based environments provide valuable learning opportunities for infants and toddlers (Lokken, 2000;White, 2009). ...
... Other forms of learning, such as exploring materials, developing memory, mastering concepts, and problem-solving as young children persist with tasks such as sitting down from a standing position, or feeding themselves (Petersen, 2012) are less well documented, as is neurobiological research evidence that caring, relationship-based environments provide valuable learning opportunities for infants and toddlers (Lokken, 2000;White, 2009). Research leaves no doubt that high-quality ECEC programmes include components of both education and care (Bennett, 2003;Wilks, Nyland, Chancellor, & Elliot, 2008). Shin (2015) argues that care should be seen as central to learning, especially for infants and toddlers, placing emphasis on the provision of appropriate experiences and the quality of interactions. ...
Article
This commentary contributes to addressing a worldwide challenge by examining how the education versus care debate has unfolded in Australia, with a particular focus on infant-toddler programs, where the educational aspect is less well understood and appreciated. It offers a unique perspective by bringing together aspects of the debate that are frequently written about in isolation. Specifically, the commentary opens with an overview of the history of the education and care divide in Australia and then examines how more recent political agendas and regulatory and qualification requirements have sustained this divide, shaping the perceptions and status of those working in the sector. Drawing on historians, Australian policy, empirical studies of the perspective of educators and parents, and evidence of the impact of the COVID-19 pandemic, we argue that to bridge the divide, care needs to be understood as underpinning all aspects of the education of infants and toddlers.
... This may well be due to the practitioners' perceptions of the nature of their work with babies as part of the wider 'care versus education' debate previously suggested by Bennett (2003). Alternatively, they may have generated misleading assumptions about the competence of babies and the necessity for babies to be engaged in valuable reading activities. ...
... The care versus education contradiction highlighted by Bennett (2003) and Taggart (2011) is predominant in this practitioner's perception of her team's practice. It is possible that a specific focus on early reading could be recognised as 'in addition to care' and perhaps secondary for babies. ...
Article
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This research paper investigates how graduate early years practitioners support under-threes with early reading; presenting their perceptions and daily encounters. Previous research into the practice and pedagogy of early reading appears to have resulted in the latest overarching policy investment in phonics. This paper suggests that this neoliberal policy agenda influences practitioner’s pedagogy with under-threes. This paper reports the findings of an empirical study, involving an initial survey, followed by practitioner interviews and reflective Zines. Findings from this study indicate that the increased emphasis on school readiness is affecting experienced, graduate level practitioners’ perceptions of early reading. Intrinsically, early years practitioners are being driven to adopting a ‘policy compliant’ [Fisher, J., and E. Wood. 2012. “Changing educational practice in the early years through practitioner-led action research: an Adult–Child Interaction Project.” International Journal of Early Years Education 20 (2): 114–129, 12] approach; consequently, resulting in a deficit model of provision for under-threes in terms of the resources, activities and experiences necessary to encourage and enthuse children to engage with reading. This research concludes that there is an urgent need to support early years practitioners in understanding what ‘early reading’ is in practice.
... They focus instead on the importance of nurturing democratic values in practices with early childhood care and education. In line with this approach, Bennett (2003) suggests that within childcare settings there should be involvement of parents and respect for the natural learning strategies and agency of young children. ...
... Bennett draws attention to the importance of developing high quality services of effective governance structures, adequate and stable public funding, a well-qualified workforce, appropriate pedagogical practice and ongoing professional development (Bennett, 2003). In the Siolta national quality framework (Centre for Early Childhood Development and Education, 2006) and the Aistear curriculum framework (National Council for Curriculum and Assessment, 2009), a vision is presented which sets about achieving high quality preschool provision for all children. ...
... They focus instead on the importance of nurturing democratic values in practices with early childhood care and education. In line with this approach, Bennett (2003) suggests that within childcare settings there should be involvement of parents and respect for the natural learning strategies and agency of young children. Bennett draws attention to the importance of developing high quality services, of effective governance structures, adequate and stable public funding, a well-qualified workforce, appropriate pedagogical practice, and ongoing professional development (Bennett, 2003). ...
... In line with this approach, Bennett (2003) suggests that within childcare settings there should be involvement of parents and respect for the natural learning strategies and agency of young children. Bennett draws attention to the importance of developing high quality services, of effective governance structures, adequate and stable public funding, a well-qualified workforce, appropriate pedagogical practice, and ongoing professional development (Bennett, 2003). ...
... In England there is a complex mix and divide of early years education and childcare provision, whereby the former are viewed in an education context and meeting child development needs and the latter is about the provision of care to meet the needs of parents who wish to enter employment (see Bennett, 2003). Early years education had received some interest within policy debates prior to the 1990s, but little in terms of any actual policy developments (seeTable II). ...
... The influence of supranational organisations in these developments is variable and can be related to the historical differences in policy developments between the two countries. In many ways Finland is representative of a gold standard of ECEC provision that is reflective of the Nordic approach, whereby their comparatively coherent support for the provision and use of ECEC is often celebrated (for example see Bennett, 2003). The support for families is one that is viewed as being comprehensive by those outside of the Scandinavian model and is one that countries such as England (and indeed the EU) have aspired to (see Gupta et al, 2006). ...
Article
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The international interest in early childhood education and care (ECEC) by surpra- national organisations, including the European Union, has grown considerably due to its dual function of sustaining parental employment and fostering child development.. Focussing primarily on child development debates around ECEC, we argue human capital theory is the dominant rationale for investing in ECEC. This article discusses the development of ECEC in Finland and England, countries that are considered members of different family policy regimes. It explores the pattern of ECEC developments over time, the extent to which these developments have been framed as human capital investments, the extent that there are references to supra-national policy imperatives and whether there is a growing convergence between the countries around ECEC. Whilst we argue there is some merging in ideas around the function of ECEC in supporting parental employment, there are still differing interpretations when looking at child development that can be related to the cultural and historical origins of ECEC in the respective countries. We voice our concerns that the growing dominance of human capital theory in interpretations of ECEC is resulting in a very narrow view of children and ECEC services.
... Compulsory schooling started at the age of six. In this sense, Belgium shows some typical features of such a 'split system', as described by Bennett (2003): while all kindergarten staff has a bachelor degree, childcare workers have a vocational training to secondary school levels. In addition, while access to kindergarten is universal, there are shortages and waiting lists in childcare, and public spending is far more important in kindergarten than in childcare. ...
... One example is that working with families and involving parents in the daily work is an aspect of the work that is seldom developed in the French-speaking community, despite the abundance of literature showing how important this is. In addition, the lack of formal training goes hand in hand with low status and questionable working conditions, as is often the case in split systems (Bennett 2003), resulting in lack of time to document, meet with colleagues and reflect. Finally, it needs to be carefully observed that the valorisation of pedagogy within childcare lead to new objectives of professionalisation rather than to new objectives of standardisation (Barbier 2005). ...
Article
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In this article recent evolutions in the French and Flemish communty of Belgium are critically analysed. In the French Community of Belgium the importance of the pedagogical function of childcare has increased, while the policy of the Flemish Community focused on the social function. In both parts the was also a diffrent evolution concerning the professionalisation process. While the situation in the French Community did not changed, in the flemish Community a process of deprofessionalisation has been going on since the beginning of the new millenium.
... diplomski studij ranog i predškolskog odgoja i obrazovanja; izvanredni i redoviti studenti; podrška u studiranju; pripadnost studij; profesionalne kompetencije Rani i predškolski odgoj i obrazovanje (RPOO) i odgojiteljska profesija su dugo bili podcijenjeni, odnosno tretirani kao "Pepeljuga" obrazovnog sustava (Dalli, 1994). O tome svjedoči činjenica da su se, u međunarodnim razmjerima, tek devedesetih godina prošlog stoljeća započela provoditi komparativna policy istraživanja koja su ukazala na važnost ranog i predškolskog odgoja i obrazovanja za razvoj djece i za razvoj društva u cjelini (OECD, 2001;Bennett, 2003). Razvoj institucionalnog RPOO neodvojiv je od razvoja odgojiteljske profesije koja "odrasta" (Dalli, Miller i Urban, 2012). ...
Article
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The professionalization of the ECEC teachers is an important subject of interest for researchers and practitioners (Dalli i Urban, 2010; Havens, 2018; Moss, 2006). For the development of every profession, including ECEC teachers, one of the key elements is the existence of a specific base of knowledge that professionals master through long-term, mostly university education (Domović, 2011). Although the duration of initial education is one of the predictors of success in future practical work of ECEC teacher, the crucial element, along with the duration, are the knowledge, skills, professional beliefs and attitudes that are developed during the study. The aim of the research was to determine how senior year students of ECEC master study at the Faculty of Teacher Education, University of Zagreb assess the study environment and the level of acquisition of professional knowledge, skills and attitudes and beliefs. 164 final year graduate students of the RPOO of the Faculty of Teacher Education in Zagreb participated in the research. The results show differences in institutional support in regard to the way of studying. Part-time students have significantly less access to learning support, as well as involvement in social activities that take place at the faculty. Furthermore, the results show that part-time students have significantly lower assessments for their sense of belonging to their seminar group. Results show that part-time students have significantly higher assessments of knowledge and full-time students have higher level of developed professional attitudes and beliefs. Significant differences in the assessment of skills between full-time and part-time students have not been identified. The results suggest that research on external, contextual factors should be continued especially in regard to different dimensions of study involvement in relationship to various educational gains.
... As a result of a 'dysfunctional legacy' (Moss 2017), ECEC services in most countries continue to be fragmented. The historic split between education and care continues to be (re)produced by the institutional architecture of ECEC services and by the underlying discursive and conceptual bases of policies and systems (Moss 2007;Bennett 2003). ECEC policies and practices are often conceived from this perspective, in which settings and practitioners are thought to either 'teach' or 'care' for children. ...
Article
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In recent decades, a global consensus has emerged that acknowledges that Early Childhood Education and Care (ECEC) requires systemic, cross-sectoral approaches. In this context, integrated early childhood approaches are flourishing in South America. Although these policies have been successful in many aspects, ECEC provision in the region continues to be fragmented. In this exploratory article, we analyse the role of ECEC curricula in the conceptual integration of ECEC systems in South America. We focus on the ‘regulative intent’ of curriculum frameworks to explore the extent to which these policy instruments support systemic change. Our analysis draws on an extensive revision of documentary sources and interviews with key local informants in Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Paraguay, Peru and Uruguay. We reconstruct the institutional architecture of ECEC provision in each country and examine curricula against this background. Our findings highlight the emergence of a new curricular wave in the region that contributes to integrated approaches. Recent curriculum frameworks move away from sectoral intents and towards more comprehensive and cohesive regulative intents. We call for a reconceptualisation of ECEC curricula from a whole-systems perspective that supports the holistic nature of the education and care of young children.
... The challenge of bringing after-school care into schools relates not least to cooperation between different professionals and how they take part in creating a professional community that allows a variety of perspectives on children's lives and development (Højholt 2004). The tension between school and leisure-time centres relates to a wellknown and ongoing debate about the relationship between education and care that has characterized discussions in early education (Bennett 2003).We have seen that educated recreation pedagogues aspire to provide care and to support the overall development of children, with an emphasis on social skills. According to Stanek (2012), Danish recreational pedagogues feel that their input is valuable in providing a different way of working with the children during the otherwise structured school-day, specifically regarding children with special needs, or children with emotional or behavioural problems. ...
Article
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The European qualifications and training of personnel in after-school programs for young school children vary (EFILWC 2006). Iceland mandates no specific requirements other than having some experi-ence with children and having no criminal record. The main aim of this article is to understand howrecreation personnel perceive their professional identity and location in the educational sector. Qualitative data from two after-school centres was analysed using the model of social ecology of identity (Wenger 1998). The main findings indicated that the personnel considered it their role to provide physical and emotional care; to support social development of children and provide opportunities for informal learning. Nevertheless, the majority of the personnel held unclear professional identities, and did not perceive themselves as active participants within the educational system. I argue that an alternative pedagogical approach is needed that sees recreation personnel as active participants and members of a shared educational practice within schools.
... La literatura sobre la organización de la AEPI se ha centrado en la identificación y análisis de dos tendencias: la fragmentación y la integración (Bennett, 2003(Bennett, , 2008. Mientras la primera refiere a un mapa desmembrado y heterogéneo, la segunda caracteriza a mapas cuya provisión es uniforme, se encuentra amalgamada o está fuertemente articulada. ...
Article
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La atención y educación de la primera infancia (AEPI) se ha convertido en una prioridad para las políticas educativas en distintos países de la región y del mundo. Su importancia estuvo acompañada por una progresiva institucionalización de la provisión y un mayor desarrollo curricular. Sin embargo, en muchos países persiste un panorama fragmentado, en los que la AEPI es provista bajo diversos formatos por instituciones con distintas rectorías. El trabajo examina la interacción de los principales documentos curriculares de seis países y una jurisdicción con las características del mapa de provisión educativa en el que se insertan. Partiendo de una investigación de corte cualitativo, basada en el análisis documental y de fuentes secundarias, el artículo muestra que los instrumentos curriculares que regulan la AEPI poseen intenciones reguladoras que dialogan con los mapas de provisión. Para ello, se describen primero los instrumentos curriculares con foco en su intención reguladora, es decir, el tipo de transformaciones que promueven en el mapa de la provisión. Luego, se examina de qué manera las intenciones reguladoras aspiran o no a modificarla.
... For example, the language of 'knowledge and understanding of the world' reconceptualises what otherwise might be known as science and social studies or life skills, whereas the inclusion of mathematics recapitulates older educational divisions. The difficulty of fully departing from the schooled tradition speaks to the strong-globalized pushdown of 'schoolification' into ECD (see Bennett, 2003Bennett, , 2005Ebrahim, 2012); this, once again, is a tension shared with many progressive early learning frameworks the world over (see Commonwealth of Australia, 2009;Ministry of Education, 1996;University of New Brunswick, 2008). ...
Article
From Froebel and the constructivists’s early educational theories to more recent posthumanist thinking, early childhood development (ECD) has been understood to be optimal when it occurs at the level of senses and bodies. ‘Integration’ discourses prevalent in ECD educational policy and curriculum debates have pointed towards sensing bodies in space. But efforts to bring sensing bodies and space to the centre of ECD practice has remained incomplete. With research-creation’s more open lens, we use the project upon which this article is based to gesture towards how curricula might be spacialised with sensing bodies in mind. We do this by designing, constructing, and studying a prototype ECD learning environment in South Africa at the level of material objects and spaces with curricular and policy imperatives imbricated into the building structure itself.
... Following this strong discourse, the ministry will prepare a public hearing on introducing a legal entitlement for all kindergartens to transmit written documentation on children's interests, play, learning and development to school which in Norway starts at the age of six (NMER, abridged version of White paper, 2009, p. 41). However, the benefits of providing effective measures for the youngest children who -need extra stimulation‖ seem to be hampered by an instrumental and narrow discourse about readiness for school which is increasingly heard in the early childhood field (Bennett, 2003(Bennett, , 2007. ...
Conference Paper
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The paper explores recent discourses of transition and inclusion as two parallel and as to some extent competing discourses in early childhood education in recent reforms in the Norwegian context. We are particularly interested in discussing how this effects the work with children with disabilities/special needs. On the basis of empirical material (documents analysis, survey, interviews of Head teachers) from an ongoing study, the study indicates that the holistic and collective tradition of kindergarten is under pressure by increased emphasis on individual development and claims of more time dedicated to learning particular skills that are seen to be essential for success in school. This also has the effect of turning the gaze from a holistic development of the individual to a focus on particular skills that can easily be measured and followed up. Accordingly, the Norwegian kindergarten system has toned down its dependence on the social-pedagogical tradition and moved into the preparatory tradition.
... The benefits of good early childhood care are national (greater employment possibilities, fewer social problems), and personal, (better mental and physical health, better educational development, better integration, fewer risky behaviours, less family violence, less criminal activity among parents, fewer accidents and fewer additional educational needs), (Bennett, 2003). High quality early years education is not equally distributed. ...
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A report into the impact of a highly innovative arts input in Haringey Early Years Contexts funded by Youth Music. It showed that the outcomes of composing singing and recording bespoke lullabies to very young children (2 and 3) had powerful effects on their confidence, language development, integration and the integration of their primary carers
... The differentiation of 'education' and 'care' services has occurred, due to historical reasons rather than the needs of children and families (Bennett, 2003). A distinction was made early on between 'kindergartens' or 'preschools' for middle-class or all children providing enriched educational activities prior to formal schooling, and 'nurseries' or 'childcare centres' serving as welfare measures for working-class children who required custodial care while their parents were at work (Kamerman, 2006;Kaga, Bennett and Moss, 2010). ...
Conference Paper
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The relationship between early childhood and primary education is intensifying in recent years. With almost all children in Western Europe attending early childhood education (ECE) programmes by the age of four, there is increasing demand for primary education to be better linked with the preceding stage in the interest of improved educational transitions and outcomes. Thanks to the growing body of research on the benefits in later school achievement, employment, economic development, gender and social equity, ECE is now firmly on the policy agenda of national governments in Europe as well as international organisations, side by side with primary education. Fresh interest in the relationship has emerged also with the adoption of the vision of lifelong learning, prompting efforts to conceive a seamless system whereby various stages and areas of education are connected and form a coherent whole. As participation and investment in ECE grows, the question arises as to whether this is a distinct phase of education or an adjunct to primary schooling and what the consequences of the different types of relationship might be. This study aims to understand and compare the relationship between early childhood and primary education in France and Sweden, which have contrasting histories and approaches in relation to ECE and schooling. In particular, using globalisation and the social construction of the child as key framing concepts, the study seeks to understand and compare policy changes over time and the views and experiences of key stakeholders in ECE and schooling regarding the relationship in both countries. This is a unique comparative study on the relationship that employs a case study method involving policy and interview analyses. It seeks to contribute to theoretical and policy discussions on the relationships between different stages of education, including conditions for forging a constructive relationship.
... Early intervention is a term that has been introduced throughout Europe and the rest of the world (OECD, 2001(OECD, , 2006, in the belief that there is considerable potential for reducing social inequality by initiating measures early in children's lives. However, the benefits of providing effective measures for the youngest children who need extra stimulation (NMER, 2006;NMER 2009 b, c) seem to be hampered by an instrumental and narrow discourse about readiness for school which is increasingly heard in the early childhood field (Bennett, 2003), and attention has been called to the temptation of turning early childhood services into junior schools, (UNESCO, 2007). 6 Interna-5 Kindergarten is defined as a means of ensuring good conditions for children as well as providing a service for families while parents are studying or working. ...
Chapter
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Texts are sophisticated modes of regulating relations within and between nation states; they are integral to and permeate almost every aspect of people’s lives (Smith, 1990a, Smith, 1990b). For example, new forms of governing introduced globally in the late 20th century include a plethora of text devices such as forms and assessment instruments which aim to stand-ardize, quantify and control local institutional work and individuals, and to promote accountability and self-governance within organizations and among their staff and clients. Consequently, text analysis has become a common approach in policy and discourse studies. The fact that texts are also central in making modern organizations recognizable, comprehensible and durable over time and space, and in defining and ordering activities within organizations has however rarely been in focus in research (c.f. Smith, 2001; Taylor, 2008). In this article, we study how texts enter into and regulate people’s daily lives and activities in two institutional settings: kindergartens and employment offices in Norway and Sweden. These activities may not have been textually regulated to the same degree in the past. Historically, early childhood provision and special care and training for certain children, and support for young people’s school-to-work transitions did not involve the keeping of sophisticated records to the extent they do today. Kindergartens and employment offices have however increasingly become institutions in which activities are textually recorded and mediated through standardized and standardizing devices such as e.g. forms, instructions, rules, expert assessment, applications, and case records. Rather than studying the content and meaning of such texts, we will examine how they co-ordinate the activities of the staff and the children/young people they affect. We will trace sequences of action through institutional paths, exploring how key texts co-ordinate local work sites, and identifying how the institutional texts produce the standardized controls of everyday work activities (Smith, 2001). Hence, the texts function as a point of departure for our study of institutional practices and relations of governance, based on the assumption that they are not simply a way of communicating meaning; they are part of institu¬tional procedure which are activated when read, and thus become regulators of social conduct and relations.
... -Seeking greater integration of services (that is, from 2010 onwards, 39 integrated child and family centres will be built across Australia) (DEEWR, 2012) -Expanding early childhood services (note the target of 15 hours additional preschool for Australia's children) (DEEWR, 2012) -Developing national early childhood strategies (note the 2009 emergence of the NQF/EYLF in Australia) -Consolidating early childhood services under one government department's jurisdiction (note the COAG agreements that aim to consolidate arrangements between jurisdictions including the passing of legislation supporting the National Quality Agenda) (COAG, 2009b) A number of debates about ECEC policy and practice in Australia have drawn upon successive reviews of OECD countries, where recommendations have been made for greater coherence in early childhood policies and services (Bennett, 2003;OECD, 2001OECD, , 2006. Press and Hayes (2000) wrote a summary of ECEC policy in Australia. ...
Chapter
This chapter provides an overview and commentary on two decades of policy changes in early childhood education and care (ECEC) in Australia that led to a National Quality Framework (NQF) for ECEC services for children from birth to five years (Council of Australian Governments [COAG], 2009a). It can be argued that the direction of the policy changes has meant that educators in these services have been increasingly asked to adopt pedagogical leadership skills and practices.
... Miller (2008: 266) contends that the 'new profession' is 'a unique opportunity to influence the framing of the discourses around qualifications, training and leadership and the knowledge base that individuals who make up the profession need to draw on in their interactions with children and families'. This opportunity has been embraced in New Zealand, where integrated early years graduate training, integration of the teacher and childcare workforce unions and a new system of early years settings have led, within a quarter century, to the abolition of the education/care divide (Bennett, 2003;Dalli, 2010). ...
... At a transnational level, the OECD seeks to further this process by drawing up country reports and establishing emerging standards for quality or improvement measures within the framework of projects like Starting Strong 1+2 and Babies & Bosses among other initiatives (e.g. Bennett, 2003;OECD, 2001OECD, , 2006OECD, , 2007OECD, , 2009. UNESCO and the EU are equally active (e.g. ...
Article
This article argues that Early Childhood Education & Care (ECEC) is being redesigned based on quality reform discourse with references to global knowledge economy across the Nordic countries and the EU. This takes place in policy processes that extend from transnational agents like the OECD and the EU to national governments, local municipalities and ECEC institutions. Drawing on theoretical insights from Foucauldian genealogy Laclau and others, the article explores how these policy processes reconfigure what counts as quality in ECEC in a Danish context. It is substantiated how the Danish govemment promotes governance structures among municipalities and professionals that pull ECEC into comprehensive educational strategies. This process draws on policy advice from the OECD and the EU. Quality reform thus changes in fundamental ways the organisation and content of ECEC. In discourse, learning displaces playing, and the learning pre-school child emerges. Put together, this situation represents a paradigmatic challenge to professionals and the struggle about their autonomy and discretion..
... The OECD (Organization for Economic Cooperation and Development) conducted cross-national thematic reviews about the ECEC policy called "Starting Strong" (e.g. Bennett & Tayler, 2006) (see also Bennett, 2003;Kamerman, 2000;Moss, 2007), to support a successful early childhood education and care policy. Moss (2007) assumes that the future of ECEC lies in a fully integrated service for children from birth to 6 years. ...
Article
Research shows that teachers can develop competencies necessary for teaching practices through reflective dialog about shared practice. In this regard we surveyed 310 teachers participating in a collaboration pilot project between kindergartens and elementary schools to scrutinize the impacts of reflective dialog in a cross-institutional context. The results indicate benefits condensing in complemented child-perception and a more student-centered practice. Furthermore, teachers' experience and a practice of documentation seem to mediate impacts. Ultimately, the approach of learning communities gives reason to expect benefits in such cross-institutional contexts and thus could contribute to an early childhood education and care policy.
... This created a qualifications track for early childhood practitioners that paralleled that of the compulsory school system; it also opened the way for three-year diploma and degree qualifications to become the benchmark qualification for employment in licensed early childhood services. At the same time, these measures abolished the education vs. care divide that still persists in many other countries (Bennett 2003). Integrated training also meant that despite historical, philosophical and organisational differences among services, by 1990, early childhood practitioners were entering the field with the same training background, meeting at cross-sector fora and conferences, and participating in professional development courses alongside colleagues from other parts of the sector. ...
... I OECDs gjennomgang av forskjellige lands politikk for tidlig barndom (Bennet, 2003), blir den nordiske barnehagemodellen berømmet for hvordan "care" og "education" kombineres, og det påpekes hvor uheldig det er å holde dem fra hverandre. Heller enn at barnehagen skal naerme seg skolen, hevder forfatteren at også skolen burde vaere opptatt av å kombinere, av å vaere "places where children learn to live in society in an autonomous and constructive manner" (Bennett, 2003, s.42). ...
Article
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Title: What kind of a child? On children’s everyday life, Early Childhood Education, and psychological development Abstract: Public discussions about day care more or less explicitly refer to models about children’s development. My argument is that the field of Early Childhood Education does need understandings offered by the discipline of developmental psychology, but that the hegemonic ones strongly restrict ways of talking about what is going on at the day care institutions, and what day care means to the participants, included parents and other caretakers. A more context sensitive and meaning making oriented version of developmental psychology is presented, and empirical examples are used to demonstrate how this way of understanding children widens up ways of talking about day care: as an arena for children’s participation, as a link in parents’ chain of care for their child, and as a meeting point for diversity. Keywords: Developmental psychology; Day care; Everyday life; Parenthood; Chain of care; Social participation
... The OECD (2001b) advocates for a strong and equal partnership with the education system, with strong policy linkages with sectors such as health and social welfare. From his work on the OECD Thematic Review, Bennett (2003) offers an optimistic view for the potential of early childhood pedagogy to exert a positive upward influence on the school sector. Other commentators warn against the 'schoolification' of early childhood, stating that an overemphasis on narrowly defined academic skills would undermine the potential benefits of integration with the school sector (Cohen et al. 2003). ...
... Authors who have mapped out professionalism within the ECEC systems in Europe and in the OECD countries differentiate between the so-called 'split systems' and 'unitary systems' (Bennett, 2003;European Commission, 2011b;Moss, 2003;Oberhuemer, 2005;Oberhuemer & Ullich, 1997;OECD, 2006;UNESCO, 2010). The split system model, in which childcare for the youngest children (under three or four years old) and the kindergarten for older children (up to compulsory school age) are separate, is common in Europe. ...
Technical Report
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This report presents the findings of a European research project jointly conducted by the University of East London (UEL) and the University of Ghent (UGent). The ‘study on competence requirements in early childhood education and care’ (CoRe) explored conceptualisations of ‘competence’ and professionalism in early childhood practice, and identified systemic conditions for developing, supporting and maintaining competence in all layers of the early childhood system. The European Commission Directorate-General for Education and Culture commissioned the research conducted between January 2010 and May 2011. In the light of the research findings, and intensive consultation with key stakeholders in ECEC in Europe, CoRe has developed policy recommendations, which are also part of this report.
... Research findings within Icelandic preschools reveal that the so-called social pedagogy approach is favoured (Einarsdóttir 2006), and that is similar to other Nordic countries. Rather than focusing on academic skills and preparing children for the next school level, education is seen as broad preparation for life (Bennett 2003(Bennett , 2005OECD 2006). Further, Icelandic preschool teachers think that the child's happiness and well-being (Einarsdóttir and Karlsdóttir 2005;Hreinsdóttir 2009), social skills and satisfying interpersonal relationships are very important. ...
Article
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In this article, we explore the reality of Icelandic preschool teachers who are, as in most other countries, predominantly female. The gendered nature of the role and the current identity adopted by preschool teachers appear to impact on their perceived status and professionalism. In this process, stakeholders in early childhood education (ECE), as well as the preschool teachers themselves, play important parts. The question that underlies the paper is: ‘How do the views of preschool teachers and stakeholders in ECE affect the preschool teachers’ professional identity?’ The data used to answer the question are from focus group research carried out with preschool teachers and stakeholders in ECE in one community in Iceland. These stakeholders, besides preschool teachers and staff within the preschools, were parents, professionals at the municipal preschool office and politicians. The theoretical perspective informing the methodology of the research was ‘symbolic interactionism’ and the concept of ‘democratic professionalism’ was used as an aspirational framework to analyse the data. The findings reveal connections between the ideology relating to the preschool teachers’ educational role, their limited leadership and the gendered views of stakeholders. At the end of the paper, implications and recommendations for preschool teachers are suggested.
... Authors who have mapped out professionalism within the ECEC systems in Europe and in the OECD countries differentiate between the so-called 'split systems' and 'unitary systems' (Bennett, 2003;European Commission, 2011b;Moss, 2003;Oberhuemer, 2005;Oberhuemer & Ullich, 1997;OECD, 2006;UNESCO, 2010). The split system model, in which childcare for the youngest children (under three or four years old) and the kindergarten for older children (up to compulsory school age) are separate, is common in Europe. ...
Book
The study looks at European literature on the professionalisation of the early childhood workforce. It comprises a study of curricula in 15 countries and 7 in-depth case studies and comes with recommendations for EU member states.
... Authors who have mapped out professionalism within the ECEC systems in Europe and in the OECD countries differentiate between the so-called "split systems" and "integrated systems" (Bennett, 2003;Moss, 2003;Oberhuemer, 2005;Oberhuemer, Schreyer & Neuman, 2010;OECD, 2006 makers have developed an integrated system with the provision for the youngest children integrated into either the educational systemas in New Zealand, Spain, England, Scotland and Sweden -or a broader "sociopedagogic" system, such as in Finland, Germany and Denmark. The integration of childcare into a broader entity assumes an integrated structure and a common approach with respect to access, subsidies, curriculum and personnel. ...
Book
Full-text available
The European Union wants to combat the effects of the aging population by creating complete employment. In order to achieve this, the combination of work and family must be made easier. However, for the European Union, childcare is not only seen as a prerequisite for employment, but also as a source of employment. In addition to wanting to create further jobs, the EU has emphasized the importance of these jobs being of ‘good quality.’Work must be made more attractive for more people. In other words: Europe wants to create not only more – but also better -- jobs in the childcare sector-. Quality employment is central to the EU’s objective of becoming a knowledge-based economy (European Commission 2001). Within the scientific community, there is a consensus on the fact that quality ECEC in the early years has a positive effect on the development of the child. In order to create a basis for ‘good quality childcare,’ it is necessary ‘to create a sustainable workforce, with the competencies and knowledge to deliver services of high quality’. There is a growing consensus within Europe regarding the necessity of improving professionalism in the childcare sector. However, there is no agreement regarding how this improvement should occur. The aim of this study is to better define the concept of professionalism in the professions dealing with young children. The overview of the scientific literature in the first part of this study shows That the professionalization of individuals is a learning process in which, again and again, meaning is given to the interpretation of the profession and which is continually done in relationship to others: the colleagues, the parents and the children. In light of this, the professionalization process can be seen as a social practice that is the consequence of interaction between, on the one hand, social evolutions, policy measures and new scientific insights and, on the other hand, the researchers, the staff at childcare centres and the parents and the children. The second part of the book focusses on the gender aspect. Caring for children is still seen in many member states as ‘women’s work’. Research clearly links this gender-biased concept of professionalism to poor salaries and low qualifications. A new concept of professionalism in care work with young children must be based on a gender-neutral concept. The presence of male staff members and the active involvement of fathers in the facilities are essential conditions for achieving a gender-neutral structure of professionalism. After all, gender-neutral professionalism can only develop through critical consideration and discussion between the male and the female staff members and with the fathers and mothers. The third part of the study will give an overview of professionalism in care work for young children in various EU countries and New Zealand. Our study has shown that Flanders is counteracting this evolution: for the past 25 years, the Flemish childcare sector has been undergoing a process of deprofessionalization. A more detailed study of professionalism in ECEC was initiated in four countries, selected because (according to the international surveys) they have developed an ‘interesting practice and policy’ with regard to professionalism. The study concludes that the integration of childcare (0 to 3 and 4-year olds) into a broader whole (education or ‘social welfare activities’) has given rise to a process of professionalization (the demand for higher education and higher salaries). In most EU-countries, there has been a tendency towards establishing bachelor level training courses. These graduates are assisted by less-qualified personnel who generally have a secondary education. The bachelor-level training courses in France, Denmark and New Zealand – and a number of ‘Early Years Foundation Degrees’ in England - train students to be reflective practioners, who must be capable of constructing practical, new knowledge. In these countries, we see methods develop in which the analysis of practices steers the learning process (reflective practice cycle, ‘analyse de pratiques’). In the training courses in France and Denmark, this is taken a step further by also including the coaching of lesser-qualified workers in the curriculum of the bachelor training course. In some Member States, unqualified workers from underprivileged groups receive dispensation for relevant practical experience if they take on a more advanced study. Finally, we will conclude that the countries with a clearly developed system of professionalism have invested a great deal in expanding the possibilities for vertical and horizontal mobility within all the professions dealing with young children. Everywhere in Europe, professionalism in childcare is on the political agenda. The ‘care concept’ is being increasingly set aside and childcare is becoming imbedded in a larger whole in which the parenting and social functions are being given an important place. Because of this, the professions in the childcare sector are being radically reformed in many European countries. Some countries are choosing a social-pedagogic vision, others have integrated childcare into the educational system. Within the EU and other international organizations, there is a consensus that the competencies and qualifications of staff members in the professions dealing with young children must be upgraded. There is a fascinating debate going on concerning the manner in which this must be done. The development of action-oriented competencies which give the staff member the ability to deal with complex situations and to develop his/her own practical pedagogic knowledge is a central focus here.
... In England, a first step in the drive to improve quality was to consolidate the qualifications on offer, whilst also responding to their relative low level (Cameron et al. 2001, Owen 2002, Bennett 2003, Miller 2008, Osgood 2011). However, policy developments have focused on professionalization in ECE primarily in terms of increasing qualification levels and as a result various measures have been introduced to this end, e.g. to ensure that there is a graduate leader in all full day care settings by 2015. ...
Article
This paper discusses the changing concepts of leadership in early childhood education (ECE) in England and Hong Kong during a period of significant education reform. We seek to illustrate the interplay between the impact of the policy agenda and the emerging quality leadership perspectives found in the theoretical literature, by first considering the recent education reform context in both England and Hong Kong, before examining the importance of leadership for quality provision given the constraints and drivers of policy expectation. The paper explores transformational, distributed and authentic models of leadership in the ‘New Leadership’ paradigm and uses these constructions to examine the developing problems and opportunities for quality leadership as expected by the current policy reform agenda and understood by the practitioners. In conclusion, we raise questions about the interplay between policy agendas and the development of theoretical models of leadership for ECE in England and Hong Kong.
... Reflective practice and ongoing professional development for staff are regarded as central to ensuring high standards of quality provision in early childhood care and education (ECCE) settings (Dahlberg, Moss, and Pence 1999;UNESCO 2004;CECDE 2006a). In Ireland, as in many other countries (UNICEF 2008) the education and care divide (Bennett 2003) still operates. Pay, status and conditions for staff in the preschool sector are inferior to those in the compulsory education sector, with most ECCE practitioners having qualifications well below the graduate-level training that is standard in primary schools. ...
Article
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This article contributes to the debate on early years professionalism. It explores the impact of a continuous professional development (CPD) programme, in particular a module on professional practice, on early childhood care and education (ECCE) practitioners’ identity as early years professionals. Action research informed the development of the programme and ensured that everyone had a ‘voice’. Support in developing the participants’ pedagogical knowledge in the learning and teaching domains was also provided. Analysis of the data collected revealed, how through reflective practice and action planning, ECCE practitioners’ perception of themselves changed. Through actively evaluating their own practice and measuring it against the theory and official discourse of early years quality and curriculum frameworks, the participants gained new knowledge about themselves and their teaching. They also acquired the professional language required to discuss children's learning and their practice with others.
... Although there are some indications that the persistent split between care and education (Bennett 2003) is becoming less pronounced, it is a division that is still firmly entrenched in connection with provision for the youngest children. The Childcare Act (DfES 2006) officially abolished this distinction but historically practitioners working with this age group have been viewed as caregivers rather than educators and this division has not only downplayed the professionalism of care (Taggart 2011) but also served to reinforce the lower status they are so frequently afforded (Manning-Morton 2006). ...
Article
Although frameworks now exist for quality provision for under-threes, discourses underpinning policy remain conflicted. The split between care and education is still firmly entrenched in provision and a gap remains between rhetoric and practice. This paper explores how Early Years Professional Status, which requires practitioners to engage meaningfully with babies and toddlers, can support the development of ‘thoughtful agents’ as shared learning enables new insights and understanding to emerge. In particular it offers a context which transforms practitioners’ sense of themselves as professionals and provides opportunities for child-centred practice to exert an upward influence. The theoretical basis for this paper is the concept of learning communities whereby EYPS becomes a cultural ‘tool’ and the means by which learning is mediated. Conclusions are that experience with infants empowers practitioners to engage in the high-level critical reflection necessary to challenge political prescription and an emphasis on early years as preparation for school.
... In Hungary, like in most countries, there is an institutional division between 'care' and 'education' for young children (see Bennett, 2003). Hungarian policy segregates ECEC by the age of the child, with nurseries (bölcsőde) for children 20 weeks to three years old and kindergartens (óvoda) for children ages three to six. ...
Article
This article examines the socio-cultural context of early childhood socialization in Hungary. Using a macroscopic lens, we describe the national demographic situation and the social organization of early childhood education and care. Our analysis then shifts to a microscopic focus on parental values and beliefs about the substance of what young children should be learning in different settings. Results from our national survey suggest that Hungarian parents tend to view the socialization roles of childcare workers and parents as different, but complementary: good manners should be learned at home, while cognitive and social skills should be learned in nurseries. Most respondents also think that young children should learn about the world, others, and themselves through play in group settings, while reading and math lessons should wait until elementary school.
... Research findings from developmental and neuropsychology refer to children's high learning abilities during the first years of life (Braun et al. 2002). Although these findings argue for high quality education and optimal educational support for one-to three-year-olds, their need and feasibility is still disputed (Bennett 2003). Our findings show clearly that education for under-threes is not only possible but is realised even at a high level, if an appropriate framework is provided. ...
Article
The purpose of this study conducted in 36 infant-toddler centres (Kinderkrippen) in the city of Munich in Bavaria/Germany was to explore structural characteristics of early child care and education and their effects on child care quality. Stepwise regressions and variance analysis (Manova) examined the relation between quality of care and structural characteristics such as group size, staff competence and preparation time. A multi-respondent approach was employed, including self-report questionnaires of educators (Erzieherinnen) as well as data on local working conditions collected from the directors of the centres. The findings of this study suggest that different sets of variables can be used to predict quality of education for under-threes. The practitioners' reported quality of education was found to relate to higher competence (with regard to centre programme, documentation, teamwork and staff qualification), better orientation towards the children's needs and better working atmosphere. Furthermore there were multivariate effects of the availability of and networking with external specialists, preparation time, and grouping arrangements within the centre such as changing from a home-group approach to an open-group setting. The findings are discussed in terms of their implications for research and the basic impact of education in early childhood.
... This created a qualifications track for early childhood practitioners that paralleled that of the compulsory school system; it also opened the way for three-year diploma and degree qualifications to become the benchmark qualification for employment in licensed early childhood services. At the same time, these measures abolished the education vs. care divide that still persists in many other countries (Bennett 2003). Integrated training also meant that despite historical, philosophical and organisational differences among services, by 1990, early childhood practitioners were entering the field with the same training background, meeting at cross-sector fora and conferences, and participating in professional development courses alongside colleagues from other parts of the sector. ...
Article
Full-text available
Drawing on a national survey of New Zealand early childhood teachers' views on ethics and professionalism in their practice, this article discusses three key themes that emerged as core conceptual elements in how teachers in education and care settings defined professionalism. The three themes were: a distinct pedagogical style; specialist knowledge and practices; and collaborative relationships. Elements that were perceived as unprofessional or undesirable in an early childhood professional were also identified. It is argued that as the early childhood field debates the meaning of professional ism, teachers' views can contribute a 'ground-up' perspective that can enable the concept of professionalism to be reconceptualised in ways that reflect the reality of teachers' work experiences.
Article
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The aim of the article is to support critical consideration about what quality is and might be in ECEC. It argues that two different quality cultures – understandings of what quality is, how it may be understood and supported – intersect and create tensions in relation to the ECEC area in Denmark. One is analyzed as influenced by a transnational quality discourse, a specific regime of truth regarding quality as a phenomenon “out there” that must be defined and assessed to improve. This technical-instrumental quality culture needs to be balanced by a quality culture founded in pedagogy as a distinct perspective foundational for ECEC. Drawing on a continental tradition of pedagogy as a human science discipline the article offers a language and understanding of pedagogical qualities. Such qualities refer to the attributes of pedagogy and go beyond what is easily disregarded as subjective in the prevailing quality culture. To identify such pedagogic qualities the article revisits empirical data from a narrative research project that explored pedagogic knowledge at play in ECEC professionals’ practice. The article argues that a critical quality culture founded in thoughtful consideration and ethical balancing of pedagogical qualities is crucial for the sake of the children and our democratic society.
Chapter
Singapore’s early childhood care and education (ECCE) system has undergone significant changes in the last three decades since the government began to invest more in a traditionally all-privatised sector. Childcare centres and kindergartens, formerly overseen by two different government agencies, have been harmonised under a common legislation since the creation of the Early Childhood Development Agency (ECDA) in 2013. This chapter presents a description of key policy initiatives in five areas that are linked to raising quality of ECCE in Singapore: (a) governance and provision; (b) catering to vulnerable population and children with diverse needs; (c) national curriculum guidelines; (d) quality assessment; and (e) teacher development. The description is followed by a discussion framed by these questions: (i) How are ECCE policies positioning the role and importance of ECCE in the lives of young children? (i.e. What is ECCE for?); (ii) How inclusive are ECCE services in supporting the diverse needs of children with different abilities and different socio-economic backgrounds? The first question considers the societal purpose of ECCE, the second is linked to the government’s recent push for an inclusive society.
Article
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‘Won’t somebody think of the children’ is a battle cry calling into question the current positioning of the child and care within international/national childcare policy. This plea is constructed within a framework that recognizes that childcare policies may be guided, developed and implemented in good faith. Nevertheless, there are often (un)intended consequences. The documentary analysis traces the international and Irish quality, affordability and equality arguments underpinning childcare policies and reveals that we may have not only lost sight of the child, but the child is nowhere in sight ([un]intended consequence). While this documentary analysis makes specific reference to the Irish context, the discussion may nonetheless be relevant to the wider international Early Childhood Education and Care (ECEC) community. The analysis draws on my Irish study ( Nolan, 2019 ), a social feminism exploration of ECEC leadership that revealed the difficulty the stakeholders had in marrying their understanding of children and care within the constantly changing international/national conceptualizations of both. While the depiction of the child and the current state of care in the sector may appear bleak, there is the hope that by drawing attention to this situation, somebody (you and I) will answer the call to battle, and begin a dialogue/debate on the child and care in ECEC.
Article
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We contend that the conventions, practices and philosophies underpinning working with infants and toddlers provide an alternative way of viewing early childhood work, and such a perspective may well help to challenge the ‘wicked problem’ of neoliberalism. It is in this context that we propose that a deeper understanding of the perspectives of those professionals working with our youngest children in a range of different countries may inform a wider resistance to neoliberalism across all of early childhood. We seek, in this article, to share the voices of early childhood professionals reflecting on the manner in which they understand work with infants and toddlers, and how this relates to their understanding of issues related to education and care. We hope this exploration will lead us into further refining our argument that infant and toddler pedagogy has the potential to challenge the hegemony of neoliberalism in early childhood. Our dream is to steer early childhood away from the tyranny of standardisation, accountability and economic rationality into a space where children are valued for being, where individuality and diversity flourish, where learning academics is one (relatively unimportant) element amongst many others and where relationships and participation (and dare we say, happiness) reign supreme.
Article
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Nieuw-Zeeland heeft zijn kinderopvang geïntegreerd in de kleuterschool en tegen 2012 moeten alle begeleiders van kinderen van 0 tot 3 jaar een bachelordiploma behalen.
Book
What does working in partnership look like in practice? Getting multi-agency working right is an exciting but challenging goal in early years care and education; this book suggests ways to draw together the different professional ideas, methods, and targets. Enhancing the delivery of services to children, parents, and communities is essential if we are to address the detrimental effects of poverty and exclusion. Looking at the Birth to 8 age range, and drawing on interviews with Children's Centre leaders, the book considers: The benefits, and complexities, of multi-agency working; What enables, and impedes, good practice; Examples of successful multi-agency working; Leadership and management in multi-agency settings; What the ‘new professionals’ look like Suitable for all early years practitioners working in, or organizing, multi-agency practice at any level, this book is also relevant to all those working in children's services and to students of early childhood.
Chapter
This article examines infant/toddler programs and discusses changing patterns of care and education for the under-3 age group. Research highlights young children's social competence, changing family structures, work-family integration, and the different early childhood programs required to meet societal needs. Given the context of globalization, the article discusses how research has influenced present social images of infants and toddlers, the role of the family in a time of change, theory, policy, and practice and current debates about curriculum, pedagogy, and funding models. An emerging discourse in the literature of infants and toddlers is the concept of rights and how these can be interpreted within the practices of everyday group settings.
Article
In 2010, the Government of Ontario enacted Bill 242, which amended the Education Act to allow schools and school boards to operate a full-day learning program for four- and five-year-olds, as well as an extended day-care program. The objective of this essay is to explain the adoption of this unique program. The author argues that the adoption of Bill 242 can be traced back to the mobilization of Ontario early childhood education activists at different levels, from the local to the international, from the 1970s onward, which left policy sediments that formed the basis of the new legislation.
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FOR OVER A DECADE WE have talked about the care-education dichotomy as being false and irrelevant given that care is considered to be a part of education, not separate from it. A generation of early childhood professionals have grown up in services where care is seen as part of education. As a nation, Australia is now pursuing professionalisation of early childhood through the education discourse. As with any decision, there are positive and negative consequences. In this article I report on a research project that explores early childhood professionals' perspectives of the care-education dichotomy, and the role it plays in early childhood today. I argue that, in order to understand the unintentional consequences of pursuing an educational pathway towards professionalisation, we need to keep the issues relating to care in the front of our minds.
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This article examines the effectiveness of action research as a continuous professional development (CPD) tool. The aim of the CPD programme was to support 14 community-based Early Childhood Care and Education (ECCE) centres in Ireland to improve quality in their settings through the implementation of the national quality and curriculum frameworks for early childhood education. A community action research approach informed the development of the programme and ensured that plans were implemented. Learning communities, reflective practice and professional dialogue were key elements. Participants found the programme easy to understand and useful to their practice. The combination of purposeful peer interaction and learning through action helped improve the quality of teaching and learning in the settings. Action research supported the implementation of change by helping participants develop the skills needed, both individually and collectively, to deliver outcomes they really cared about.
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Despite common moves in a number of countries to raise the quality and visibility of early childhood services (for example, through the introduction of curricular frameworks), both professionalisation policies and understandings of the professional role remain distinctly variegated across Europe and beyond. Whereas early childhood systems with separate childcare and education sectors tend to generate a differential and fragmented approach towards staffing and training and an inequitable division between sectors, conceptually and administratively integrated systems tend to opt for a core professional for work in all education and care services up to compulsory schooling (and sometimes beyond).The paper starts by outlining illustrative policy models and analysing associated chances and constraints in terms of the professionalisation project. In a second step, two high-profile developments in Germany are foregrounded in order to illustrate some of the changing demands on the professional role and the tensions and challenges arising from new sets of expectations. The contribution concludes with reflections on professionalism in the early childhood field. It is suggested that the concept of ‘democratic professionalism’ may help us to situate the role of early childhood pedagogues within ever changing societal, economic and knowledge contexts.
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