International Perspectives On Early Childhood Education And Care

There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to: Inform those studying early years about perspectives in other countries Encourage critical thinking about issues, influences and the complexities of early years provision around the world Promote critical reflection on students’ own provision and the current context of that provision Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners. Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision. Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years. Contributors: Verity Campbell-Barr, Federica Caruso, Carmen Dalli, Rebecca Carter Dillon, Annie Davy, Chandrika Devarakonda, Alena Drzalová, Hasina Banu Ebrahim, Susan Edwards, Dora Ho, Valerie Huggins, Anne Hunt, Kerstin Kööp, Éva Kovácsné Bakoski, Caroline Leeson, Beth Marshall, Nancy McDermott, Julia Morgan, Joce Nutall, Elin Eriksen Ødegaard, Philip Selbie, Paolo Sorzio, Manabu Sumida, Keang-ieng (Peggy) Vong, Karen Wickett “The book rightly challenges common assumptions about the value of Western perspectives of ECEC and skilfully enables the reader to recognize the various social, political and economic drivers and processes that have shaped early years pedagogy on a global level.” Dr Janet Rose, Early Years Education Award Leader, Bath Spa University, UK “Given the ever increasing interest and importance of global early childhood education and care, this critically informed book offers valuable and challenging internationalised comparative arguments for students and academics at all levels.” Dr Guy Roberts-Holmes, Senior Lecturer, Early Years and Primary Education Department, University of London, UK

The first volume in this Early Childhood Education and Care in the 21st Century: International Teaching, Family and Policy Perspectives miniseries provides a snapshot of early childhood education and care from 19 different countries around the world. The intention is to provide a description for the policy and provision for young children and their families in each of the unique contemporary contexts. The selection of countries includes every continent in the world to provide variety across cultures, socio-economic status, location, population and other unique factors. Some chapters also share the development and history of early childhood in their country, including economic and political transitions that lead to changes in early childhood provision and policy. The book provides essential takeaways for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood education within an international perspective.

The Handbook of International Perspectives on Early Childhood Education provides a groundbreaking compilation of research from an interdisciplinary group of distinguished experts in early childhood education (ECE), child development, cultural and cross-cultural research in the psychological sciences, etc. The chapters provide current overviews of ECE in Latin America and the Caribbean, the Middle East, Asia, Australia, Africa, Europe, the US, and Canada, and convey how ECE is multi-sectorial, multi-cultural, and multi-disciplinary, undergirded by such disciplines as neuroscience, psychological anthropology, cross-cultural human development, childhood studies, and political science.

This book provides significant information regarding the policies and provisions for early childhood teacher education programs in universities in fourteen different countries. Early childhood education and care (ECEC) is expanding rapidly across the globe with unprecedented numbers of children attending EC centres, requiring the investment in educators to provide good quality ECEC. Yet, there is an inconsistent approach to early childhood teacher preparation and the quality of existing programs is not known. Each country’s contributing author/s is/are well known in their field for their in-depth knowledge of early childhood teacher education programs including content, structure, and professional experience that works within the scope of policy and registration agencies. The chapters address the current situation of staffing—shortage or oversupply—of early childhood teachers in their country. The book informs policy regarding content of early childhood teacher preparation programs and provides evidence of current courses across many under-represented countries throughout the world. It makes a significant contribution to understanding the environment for early childhood teacher programs.

This book represents the outcome of the joint activities of a group of scholars who were concerned about the lack of international research in play for children from birth to 3 years. The authors are members of the Organisation Mondiale pour ` l’Education Prescholaire ́ (OMEP). For further information, see http://www.om- ong.net/. The idea of carrying out a research project internationally was born at the OMEP’s World Congress in Melbourne, Australia 2004. All member countries were invited and 10 countries decided to participate, of which three have withdrawn d- ing the process. The reason for this might be that in these countries only one person was working with the project, while other seven countries have been working in a team of two or more persons. The countries that have carried out research and contributed to this book with a chapter each are Australia, Chile, China, Japan, New Zealand, Sweden and USA (Wisconsin). For more information about the p- ticipating countries and their corresponding addresses, see Appendix I. This book project started in Melbourne with a discussion about what is general in early childhood education globally, and what is culturally speci c. The discussion was inspired by one of the keynote speakers, Nazhat Shameem (2004), judge in the supreme court in Fiji, when she said: “If we all think we are so different and speci c in each culture, the role of human rights has no value anymore.” We formulated three questions:

This reconceptualizes the place of early childhood education within communities. It presents a shift in the lens of the teachers and management within early childhood services to incorporate new ways of working with, alongside, and in collaboration with family and the wider community.

This innovative and timely book explores issues and concerns surrounding Education for Sustainable Development in early childhood, providing a range of perspectives on how we can live and promote more healthy, just and sustainable lives. It examines the professional responsibility of Early Years practitioners to embed sustainability into their everyday practice and to ensure that young children are acquiring the knowledge and skills they need to become effective agents of change, committed problem-solvers and system-thinkers. Bringing together international examples of best practice, drawing on cutting-edge research, and providing an array of practical examples, chapters focus on issues such as: the historical context of Early Education for Sustainability complexities and challenges involved in implementing sustainable approaches encouraging children to contribute to an enabling society adopting environmentally sustainable approaches in Early Years settings the future of sustainability in Early Years education. This book offers essential support to Early Years educators, practitioners and students who are key players in shaping the fundamental attitudes and beliefs of our planet’s future citizens, enabling them to assume their responsibilities, now and in the future, in regard to environmental, social and economic sustainability.

'This informative and wide-ranging book argues persuasively for the value of multiple perspectives, both international and disciplinary, in the study and practice of early childhood education, because they feed our imaginations and provoke us to think. And while illustrating the many differences that exist between countries, it highlights the shared issues confronting us, wherever we live.' - Emeritus Professor Peter Moss, Institute of Education, University of London Stemming from original research in the field, a range of expert contributors explore the key themes and debates surrounding international perspectives on Early Childhood Education and Care (ECEC). Drawing on studies carried out in Norway, Mexico, France, Hungary and many more countries, the book covers a wide range of topics including: the relationship between early childhood and primary education gender and play in ECEC curriculum inclusion early interventions working with families place-based learning With case studies, detailed suggestions for further reading at different levels and discussion points, this is a key text for students of Early Years at all levels, from Foundation Degree to Masters, as well as current early years practitioners. Linda Miller is Professor Emeritus of Early Years, The Open University. Claire Cameron is Senior Reader in Education at the Thomas Coram Research Unit, Institute of Education, University of London.