Early Childhood Education in Social and Political Transitions: The Legacy of the Open Society Foundations Step by Step Program
Abstract
This open access book is about the successes and challenges of the institutions and individuals who transformed early child education in Central, Eastern and Southern Europe (CEE) and Eurasia in response to the political transitions to democracy in the 1990’s. Through new interviews and unpublished reports, the book gives voice to committed practitioners, researchers and policymakers who are developing inspiring services for and with young children and their families, including children who live in very difficult circumstances. They work with children affected by war, refugee families with young children, children who live in poverty, children of minorities, and children with disabilities and developmental delays. The voices of these pedagogues, experts and NGO leaders, who were supported by the Open Society Foundations Early Childhood Program, bring inspiring messages to those in the field of early childhood seeking to promote democratic values and social inclusion. The book traces the extension of programs to Africa and Asia and explores how strategies used to transform early childhood education following the political and social transformations in Europe and Eurasia can inform responsive reforms and innovations in early childhood education today and in the future.
The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Open Society Foundation (OSF).
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This report commemorates the Open Society Early Childhood Program, which, from its inception in 1994 to its conclusion in 2020, advanced the rights of young children by supporting ambitious initiatives and advocacy to reshape early childhood development practices and institutions, on the one hand, and scale up the power and capacity of civil society groups, on the other. It contains three key messages for the early childhood field.
This report commissioned by UNICEF Serbia is analysing the quality of ECEC system in Serbia. The European Commission proposal for Key Principles for a Quality Framework in ECEC was chosen as a framework to look at the quality of the ECEC system in Serbia . The findings of this report were based on desk review of existing documents about Serbia, and on two country visits (in total eight days). During those country visits, we did consultations with a wide range of ECEC actors and we did also field visits of preschools.
The role of parent involvement in school readiness interventions is not well-understood. The Getting Ready for School (GRS) intervention is a novel program that has both home and school components and aims to improve early literacy, math, and self-regulatory skills in preschool children from socioeconomically disadvantaged families. In this study, we first examined associations between family characteristics and different indices of parent involvement in the GRS intervention. We then examined associations between parent involvement and change in children's school readiness skills over time. Participants were 133 preschool children attending Head Start and their parents who participated in the GRS intervention during the academic year 2014–2015. Parent involvement was operationalized as attendance to GRS events at the school, time spent at home doing GRS activities, and usage of digital program materials, which included a set of videos to support the implementation of parent-child activities at home. Although few family characteristics were significantly associated with parent involvement indices, there was a tendency for some markers of higher socioeconomic status to be linked with greater parent involvement. In addition, greater parent involvement in the GRS intervention was significantly associated with greater gains in children's early literacy, math, and self-regulatory skills. These findings suggest that parent involvement in comprehensive early interventions could be beneficial in terms of improving school readiness for preschoolers from disadvantaged families.
Researchers and international organizations broadly agree that the quality of early childhood education and care (ECEC), and of schools, depends on well-educated and competent staff (OECD, 2006; UNICEF, 2008; Milotay, 2016). The contemporary educating/teaching profession has become incredibly complex (European Commission, 2011a) prompting calls for stronger support of ECEC and school staff, which could be included in both initial education and continuous professional development (CPD). The complex multi-diverse societies in which we live, make it indeed impossible today to find standardized solutions for all families/children. Negotiation and reflection are then essential competences to be achieved by practitioners/teachers in ECEC services and schools in order to contextualize pedagogical practice and adapt it to the diversity of children and families. However, these competences are not prioritised by traditional forms of CPD (for example, seminars or top-down approaches). Therefore the latter need to be integrated with additional forms of CPD that focus on the active and democratic participation of staff.
Professional Learning Communities (PLCs) are a valuable answer in this direction (see 28). PLCs can be described as ‘a group of people sharing and critically interrogating their practice in an on-going, reflective, collaborative, inclusive, learning-oriented, growth-promoting way’ (Stoll et al., 2006, p. 223). The goal is not ‘being a professional learning community’, but improving wellbeing and learning for children and families (Ibidem).
Competent systems are necessary to create and maintain PLCs. The latter require a multilevel network of competences, structural conditions, engagement, and awareness.
Many definitions have been offered of what a professional learning community is or ought to be, with the risk of losing its true meaning (DuFour, 2004). This report seeks to correct this gap, by: 1) providing a framework to explain the need for PLCs today (see 20); 2) offering a clear definition of the essential criteria that define a PLC, with concrete examples from several European countries (see 28); and 3) providing four in-depth case studies—from Belgium (Flanders), Croatia, Italy and Slovenia—which illustrate different ways of establishing and sustaining PLCs (see 38).
The study ends with specific conclusions and recommendations for policy makers in Member States.
It should be noted that the report focuses on services and schools for 0 to 12 years old children. However, the key concepts and conclusions could also be readapted for secondary school.
The socialist modernization project envisioned childhood as a utopian ideal, and children as an embodiment of a new social order. However, living socialism often meant something quite different compared to its official interpretations on both sides of the Iron Curtain. We discuss the importance of exploring personal memories to gain a more complex understanding of childhood and the (post)socialist lived experience. Following the critique of the dominant narratives about childhood, we invite an epistemological, ontological, and methodological rethinking of assumptions about how we approach research. We highlight the diversity of the region’s histories, individual lived experiences, and the multiple ways of being a (post)socialist child. We close with an overview of the book and afterwords that connect the contributions to different disciplinary fields.
The field of early childhood education is increasingly dominated by a strongly positivistic and regulatory discourse, the story of quality and high returns, which has spread from its local origins in the favourable environment provided by a global regime of neoliberalism. But though dominant, this is not the only discourse in early childhood education, there are alternatives that are varied, vibrant and vocal; not silenced but readily heard by those who listen and forming a resistance movement. The article argues that this movement needs to confront a number of questions. Do its members want to influence and shape policy and practice? If so, what might a transformed and commensurate policy and practice look like? What are the possibilities that such transformation might be achieved, especially given the apparent unassailability of the current dominant discourse, and the force of the power relations that have enabled this discourse, local in origin and parochial in outlook, to aspire to global hegemony? And if such transformation were to occur, is it possible to avoid simply replacing one dominant discourse with another? Some partial and provisional answers are offered to these questions.
Social attitudes about male participation in the upbringing of children have changed considerably over the past few decades. Men are now seen as important for children’s development and learning. Research from many countries worldwide shows that in early childhood care and education (ECEC), male workers are welcomed by female colleagues and parents. In the last two decades there have been initiatives for more men in ECEC in several European countries.
Nevertheless the proportion of male workers ECEC remains low worldwide. This article questions the persisting gender imbalance in ECEC and analyzes ambivalences regarding more men in the field. Based on recent gender theory, efforts and limits of strategies for more male students and workers in ECEC in Belgium, Norway and Germany are discussed. It is concluded that deeply held gendered attitudes and practices in the field of care and educational work with young children have to be put into question. More space in ECEC for embodied
subjectivities is needed to overcome essentialist conceptions of differences between body and mind, women and men.
There is a broad consensus among researchers, practitioners, and policymakers that the quality of early childhood services – and ultimately the outcomes for children and families – depends on well-educated, experienced and ‘competent’ staff. But what exactly makes a competent early childhood practitioner? How can competence be understood, and its development supported, in the highly complex and demanding field of working professionally with young children, families and communities? What approaches do different countries take, and what lessons can be learnt from practices developed by practitioners, training institutions and policymakers across Europe? 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 at all layers of the early childhood system. This study is a European research project jointly conducted by the University of East London (UEL) and the University of Ghent (UGent).
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.
During the important, early years of post-socialist transformation in the Caucasus, Central Asia, and Mongolia, the Open Society Institute/Soros Foundation was arguably the largest and most influential network in the region. How NGOs React follows the Soros Foundation's educational reform programs there and raises larger questions about the role of NGOs in a centralist government, relationships NGOs have with international donors and development banks, and strategies NGOs use to interpret global reforms locally.
The authors, all former or current educational experts of the Soros Foundation, analyze “the post-socialist reform package” at the country-level, highlighting the common features such as decentralization, privatization, vouchers and liberalization of the textbook publishing market. They look at the global reforms and their variations as they were transferred to Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Mongolia, Tajikistan, Turkmenistan, and Uzbekistan over the past decade. A unique combination of perspectives from Western as well as Eastern scholars based in the region makes this collection an essential retrospective on key processes involved in transforming educational systems since the collapse of the socialist bloc.
Contributors: Tatiana Abdushukurova, Erika Dailey, Valentin Deichman, Natsagdorj Enkhtuya, Alexandr Ivanov, Saule Kalikova, Elmina Kazimzade, Anna Matiashvili and Armenuhi Tadevosyan.
Children from disadvantaged backgrounds tend to start school with fewer school readiness skills than their more advantaged peers. Emergent literacy and math skills play an important role in this gap. The family is essential in helping children build these skills, and the active involvement of families is crucial to the success of any intervention for young children. The Getting Ready for School (GRS) program is a parent-focused curriculum designed to help parents equip their children with the skills and enthusiasm necessary for learning when they start school. Parents meet in weekly workshops led by a trained facilitator and implement the curriculum at home with their children. The objective of this pilot study was to assess the promise of the GRS intervention in children participating in an urban Head Start program and to explore parents' responses to the intervention. We hypothesized that participation in GRS would improve school readiness in literacy and math skills, relative to participation in business-as-usual Head Start. Four Head Start classrooms (two randomly selected “intervention” and two “comparison” classrooms) participated in this study. Preliminary analyses suggest that GRS improves school readiness over and above a Head Start-as-usual experience. Implications for early childhood programs and policies are discussed.
This paper explores the possibility that early childhood institutions can be, first and foremost, places of political practice-and specifically of democratic political practice. The case for the primacy of democratic political practice in early childhood institutions is made more urgent by two developments apparent in many countries today: the growth of policy interest in early childhood education, leading to an expansion of services, and the need to revive democratic politics. As well as bringing democratic practice into the nursery, what this would mean and what conditions might enable it, the paper also considers democratic practice at other levels: not just the institutional, but also the national or federal, the regional and the local, and how each level can create 'democratic space' at other levels. The paper ends by considering four issues related to democracy in early childhood education including paradigmatic diversity and the European level.
Benefit-cost analysis is applied to the Perry Preschool Program and its long-term follow-up in order to examine preschool education as a social investment. Economic values are estimated for program cost, child care provided, later education cost reductions, increased higher education cost, delinquency and crime cost reductions, earnings increases, and welfare cost reductions. The net present value of benefits and costs is positive, indicating that the program was a profitable social investment. Analysis of the distribution of effects revealed that taxpayers obtained most of the economic benefits and that their benefits exceeded costs. Generalizability of the findings and their implications for public policy are examined.
Early childhood education and care (ECEC) in the US includes a wide range of part-day, full-school-day, and full- work-day programs, under educational, social welfare, and commercial auspices, funded and delivered in a variety of ways in both the public and the private sectors, designed sometimes with an emphasis on the "care" component of ECEC and at other times with stress on "education" or with equal attention to both. Although ECEC scholars and advocates are increasingly convinced of the need to integrate all these program types, categorical funding coupled with diverse societal values continue to support the differences. The result is a fragmented ECEC system, of wide- ranging quality and with skewed access, but with some movement in recent years toward the integration of early childhood education and care.
Overview There is large degree of consensus that higher staff qualifications are correlated with higher quality in early childhood provision and that reflection is the most important part of professionalism. However, the concepts of the 'reflective practitioner' and the 'reflexive practitioner' (see below for the elaboration of these terms), although frequently mentioned in the literature, remain rather underdeveloped and the apparent consensus on the need for reflection may very well disguise a lack of consensus on what it actually means. Moreover, concepts of professionalism in general and of reflective and reflexive professionalism in particular are overwhelmingly elaborated without the professionals themselves. In this chapter analysis of narratives of professionals during 30 years of action research show how professionals who engage with pedagogic guidance can become actors of change and develop new pedagogic practices.
Assessment of Early Childhood Environments for preschool aged children
Early childhood education changed in the twentieth century, from mother-at-home-care in the 1950s, to professional early education today. Theoretical and social-political choices of pioneers in ECE had a profound impact on the way children’s education is conceptualized. We argue from a social constructivist perspective. The oral history method is used to document the professional life stories of 29 pioneers, born in Europe and the USA between 1940 and 1955. These pioneers were inspired by personal histories of growing up in the post-WWII / the cold war era, and, for some, their experience with poverty and discrimination based on social class and gender; but also by social-political movements of the 1970s. These experiences motivated to fight against discrimination, to support women’s and children’s rights, and communities, through the provision of high-quality services. They expressed concern that these values are at risk today by the dominance of economics and neoliberal policies.
Education in West Central Asia is a comprehensive critical reference guide to education in the region. With chapters written by an international team of leading regional education experts, the book explores the education systems of each country in the region. With chapters covering Iran, Pakistan, Afghanistan, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan, the book critically examines the development of education provision in each country as well as local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook will be an essential reference for researchers, scholars, international agencies and policy-makers at all levels.
The relation between ECEC (Early Childhood Education and Care) and competent staff is gaining internationally more and more attention (OECD, 2006; Penn, 2009; European Commission, 2011; Urban, Vandenbroeck, Peeters, Lazzari, Van Laere, 2011; Peeters & al., 2015). But what is meant by ‘quality’ and by ‘competence’ is a complex and often contradictory matter. As pointed out by the CoRe Research commissioned by the European Commission DG for Education and Culture, and carried out by the University of Gent and the University of East London in 15 European Member States, ECEC quality is strongly related to a professional competent workforce (Van Laere, Lund, Peeters, 2012). But a competent workforce has to take shape in a ‘competent system’, which includes collaborations between individuals, teams and institutions, as well as competent governance at policy level. A competent system has to link staff’s initial good education to the possibility of constantly reflecting on ideas and practices (Vandenbroeck, Urban, Peeters, 2016). Therefore, we cannot look at quality just in terms of ‘fixed standards’, but we should recognize in the concept of quality the same complexity that lives in our society. Quality cannot be seen as something that is achieved or not, but as an on-going contextualized process made by negotiation (Dahlberg, Moss, Pence, 2007; Moss, 2009; Penn, 2011), and ECEC practitioners become researchers of daily life (Bove, 2009; Mortari, 2007). Co-reflection is then nowadays one of the key elements to guarantee quality improvement in this sector.
Pedagogical documentation can have a great role in this discourse, since its identity is based on the meeting of different perspectives that enrich each other in a democratic way. This chapter will focus on this matter, underlying how the link between pedagogical documentation and negotiation has been developed in some Italian (Center-North) and Belgian (Flemish Community) experiences that share the same philosophy.
ECEC is high on the policy agenda of Ukraine. In this perspective the Government of Ukraine took important initiatives to reform the preschool Education sector, this is reflected in the ‘Law on Pre-school Education’ (2016) and the ‘Fundamental Component of Pre-school Education’ the Standard for Preschool Education in Ukraine and the New Ukrainian School. UNICEF Ukraine is supporting this process through this study which is an international consultant’s system level analysis of ECEC in Ukraine using the European Quality Framework (EQF). This study is based on interviews and focus groups with policymakers, trainers, stakeholders, teachers and site visits. The results of the study focus on which actions must be taken to strengthen the competence system so that the education system can implement the changes the Law on Preschool Education requires.
In the field of early childhood education and care (ECEC), policy makers, practitioners and researchers often seem to speak a different language, and neither ECEC researchers nor practitioners or policy makers alone have the full array of knowledge and skills to move effectively from established principles to specific plans for a specific context (Super, et al. 2012). However, to realise sustainable change, policy, research and practice need to be rewarded as inextricably linked. Since its start in 1986, VBJK (the Centre for Innovation in the Early Years, Ghent University) has been working precisely at this intersection, aiming to align the different perspectives towards a shared goal: that of increasing the quality of the Continuous Professional Development of the ECEC workforce (Peeters, 1993; 2012). In this chapter, we will focus on the results of this approach by exploring different national and international projects that were undertaken in the last decennium and by illustrating how gaps between policy, research and practice were bridged from the perspective of a competent system.
Pathways to professionalism in ECEC is concerned with a growing interest from policy and research in the professionalisation of the early childhood workforce. Illustrated by in-depth case studies of innovative and sutainable pathways to professionalisation, it recognizes the importance of a systemic approach to professionalisation across all levels of the ECEC sector. The authors of this wide-ranging book share insights of professionalism from various European countries and suggest that professionalism in EC unfolds best in a 'competent system. '
The early childhood programme of Reggio Emilia in Italy is acclaimed as one of the best education systems in the world and this book offers the unique insight of Carlina Rinaldi, the former director of the municipal early childhood centres in Reggio Emilia and successor to Loris Malaguzzi, one of the twentieth century's leading pedagogical thinkers. Rinaldi has an enviable international reputation for her contribution to the Reggio approach and has given talks on the topic around the world. A collection of Rinaldi's most important works, this book is organized thematically with a full introduction contextualising each piece. It closes with an interview by series editors Peter Moss and Gunilla Dahlberg, looking at Rinaldi's current work and reflections on Reggio's past, present and future. Much of this material is previously unpublished and focuses on a number of questions: • What • were the ideas and legacy of Loris Malaguzzi? • What is unique about Reggio Emilia? • What are the issues in education today and what does it mean to be a teacher? • How can educators most effectively make use of creativity?
The early childhood services of Reggio Emilia in Northern Italy has gained worldwide interest and admiration. Drawing on the 'Reggio approach', and others, this book explores the ethical and political dimensions of early childhood services and argues the importance of these dimensions at a time when they are often reduced to technical and managerial projects, without informed consideration for what is best for the child. Extending and developing the ideas raised in Beyond Quality in Early Childhood Care and Education the successful team of authors make a wide range of complex material accessible to readers who may have little knowledge of the various important and relevant areas within philosophy, ethics, or politics, covering subjects such as: post-structural thinkers and their perspectives the history and practice of early childhood work in Reggio Emilia globalization, technological change, poverty, and environmental degradation ethical and political perspectives relevant to early childhood services from Foucault and Deleuze, to Beck, Bauman and Rose. This book presents essential ideas, theories and debates to an international audience. Those who would find this particularly useful are practitioners, trainers, students, researchers, policymakers and anyone with an interest in early childhood education.
This paper articulates John Dewey’s socio-political and historical influence upon the foundation and evolution of the world-renowned Reggio Emilia approach to early childhood education. It proposes that the pedagogical depth, influence and endurance of the Italian project are grounded in Dewey’s philosophies of education, aesthetics and democracy. An analysis of scholarly and original sources outlines the socio-political climate in post World War II Italy, the work undertaken by several progressive Italian educators and the Italian translations of Dewey’s work during this period to reveal new insights about Dewey’s enduring influence on the pedagogical values which underpin the Reggio Emilia educational approach. In so doing, it acknowledges the direct Deweyan influence on the work of Italian reformers Borghi, Codignola, Malaguzzi and Ciari and on the developing Reggio Emilia project. This revelation of Dewey’s progressive values as interpreted by educators in Reggio Emilia offers inspiration to educators in contemporary early childhood contexts, to researchers and to students of the Reggio Emilia approach to early childhood education.
In this chapter, we undertake to bring together and to integrate significant changes in the ecological model of human development that have been introduced since the most recent integrative effort, which was published in the preceding edition of this Handbook, now well over a decade ago (Bronfenbrenner & Crouter, 1983). Two considerations dictate the need for a new integration. First, the main focus of that chapter was on the empirical and theoretical roots of a model already in use that centered on the role of the environment in shaping development. By contrast, the present chapter is oriented toward the future, and data from the future are not yet available. Second, and we hope of greater consequence, the present model introduces major theoretical innovations both in form and content. The purpose of the present chapter, however, is better served by presenting the model in its current, albeit still-evolving form, now called the bioecological model. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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