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Book part
Publication date: 22 May 2017

Melissa K. Van Dyke

Often overlooked in discussions related to how to ensure accessible and affordable high-quality early childhood education is the heavy burden that has been carried by the…

Abstract

Often overlooked in discussions related to how to ensure accessible and affordable high-quality early childhood education is the heavy burden that has been carried by the early childhood workforce; the data reveal a level of exploitation of this workforce that must be considered and addressed. This chapter will focus attention on the economic realities of the early childhood workforce as a key element to achieve equitable access to affordable high-quality early childhood services.

Details

African American Children in Early Childhood Education
Type: Book
ISBN: 978-1-78714-258-9

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Book part
Publication date: 7 October 2019

Ingrid Engdahl and Mariela Losso

This article presents a description of Early Childhood Care and Education (ECCE) as a basis for guaranteeing fundamental human rights from birth. ECCE is the first stage…

Abstract

This article presents a description of Early Childhood Care and Education (ECCE) as a basis for guaranteeing fundamental human rights from birth. ECCE is the first stage and a solid base – considering the relevance of development processes from birth to six years. Active early education, committed to the reality of a community, facilitates the training of young citizens as rights’ agents. In this sense, the education and care in early childhood is indispensable. This article communicates a descriptive synthesis of the current state of the ECCE in various regions and countries, especially in Latin America – Argentina – and in Europe – Sweden.

In the analysis, theoretical sustenance about childhood and new perspectives that discuss classical conceptions are presented. The educational process is fundamental and is described as Early Education (EE), presenting a synthesis of the ECCE from its normative conformation that arises from the statements of Jomtien (1990). The concept of Educare is presented, as a holistic approach to education and care within early childhood. This aspect is linked to highlight the inequality gaps for children, describing ‘fragmented territories’, in terms of guaranteeing rights. The final reflection summarizes the importance of Early Education, recovering the current studies on Educare, which project the guarantee of rights from birth.

Details

Human Rights for Children and Youth
Type: Book
ISBN: 978-1-78973-047-0

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Book part
Publication date: 12 October 2011

Jianping Shen, Xin Ma, Wendy Tackett, Xuejin (Kim) Lu, Karen Brandi, Jeff Goodman, Lance Till and Grace Watson

On the basis of the data collected from 144 practitioners, we studied impact of the Palm Beach County Quality Improvement System (QIS) on practitioners. We found that (a…

Abstract

On the basis of the data collected from 144 practitioners, we studied impact of the Palm Beach County Quality Improvement System (QIS) on practitioners. We found that (a) the duration of early learning coaching, (b) the intensity of career advisors, (c) quality workshops and conferences, (d) college courses, and (e) scholarship for books and supplies in relation to taking college courses are related to improving practitioners' job skills and level of certification and degree in early childhood care and education. We found that additional income to practitioners through the WAGE$ program is effective in retaining them. We also found that the professional development program has differential impact on practitioners of various racial and ethnic groups and that more encouragement and support should be given to African-American and Hispanic practitioners to engage in professional development and pursue advancement in the level of certificate and degree. All these findings have implications for the policy of early care and education in general and for other quality improvement initiatives for early care and education in particular.

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The Early Childhood Educator Professional Development Grant: Research and Practice
Type: Book
ISBN: 978-0-85724-280-8

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Book part
Publication date: 1 December 2014

Ruth Alfaro Piker and Abigail M. Jewkes

The nature of early care and education (ECE) programs in the United States, serving children from birth through age eight, has shifted dramatically in the last 20 years…

Abstract

Purpose

The nature of early care and education (ECE) programs in the United States, serving children from birth through age eight, has shifted dramatically in the last 20 years. With his 2013 State of the Union address, President Obama positioned ECE at the top of his educational reform agenda. His acknowledgment of the importance of the early years in providing a foundation for children’s lifelong learning and the critical need for national reform is welcoming to those of us in the field; yet, we meet it with some trepidation. ECE has a history of fragmented services for children and families, relying primarily on inconsistent state funds. Additionally, the pressure to be more competitive with our global counterparts has led to an academic push down at all levels of education, including ECE, rather than an increase in support for schools to meet the diverse needs of young children. The President’s proposed initiative further contributes to this pressure on our youngest children, their families, and their ECE caregivers.

Design/methodology/approach

In this chapter, we examine the current state of the ECE field, with an emphasis on the years prior to kindergarten.

Findings

We analyze two federal ECE initiatives, and argue for a return to the original purposes of ECE that best serve young children and families.

Details

The Obama Administration and Educational Reform
Type: Book
ISBN: 978-1-78350-709-2

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Book part
Publication date: 17 June 2020

Edith Mukudi Omwami, Joseph Wright and Andrew Swindell

This chapter examines the context for the implementation of the global commitment to early childhood education (ECE) within the framing of the sustainable development…

Abstract

This chapter examines the context for the implementation of the global commitment to early childhood education (ECE) within the framing of the sustainable development goals (SDGs) under SDG 4.2. We first define the concept of ECE as broadly understood in the field of education and in practice related to a focus on education of children. The essay adopts chronological age of children served outside of the formal school system, which has traditionally been recognized as basic education, to represent the population captured under ECE in both pre-school and pre-primary settings. UNICEF identifies those ages 3–6 to fall into this category. We present an exploration of the challenges and opportunities presented by multiplicity in multilateral agencies and other agencies driving the international initiatives around advancing ECE and the means by which they promote education opportunities for children. We offer a comparative perspective on the delivery, types, and funding mechanisms of ECE services in both developing and developed country contexts, which informs the possibilities for the realization of the SDG goal of inclusive quality education for all. An examination of the socio-cultural and economic context of accessibility to inclusive and equitable quality ECE is also presented. An overview of settings within which ECE is provided is interrogated within differing national contexts. We conclude with challenges and opportunities for sustained accountability, monitoring and evaluation of SDG 4.2 interventions from a comparative perspective.

Details

Annual Review of Comparative and International Education 2019
Type: Book
ISBN: 978-1-83867-724-4

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Book part
Publication date: 8 August 2016

Paul A. Bartolo, Eva Björck-Åkesson, Climent Giné and Mary Kyriazopoulou

This chapter highlights the importance of providing all children, and particularly those at risk, vulnerable children and children with disabilities, with opportunities…

Abstract

This chapter highlights the importance of providing all children, and particularly those at risk, vulnerable children and children with disabilities, with opportunities for a quality inclusive Early Childhood Education and Care (ECEC). It first sets out the evidence that quality inclusive ECEC provision is essential for all children to develop their potential and lifelong learning competencies that will ensure their successful participation in school and adult life. It then describes the main international and European policies for inclusive ECEC. A more detailed account is given of the five key principles for action towards improving the quality of ECEC provision developed by the thematic working group of the European Commission (2014) ‘Quality Framework for Early Education and Care’ that are also very similar to those proposed by the OECD (2015) ‘Starting Strong IV’. The concluding section underlines the need to address more strongly the provision of enabling opportunities for accessibility to ECEC of children at risk of exclusion. More importantly, it highlights the need to research and improve not only these children’s presence in ECEC but also their level and quality of active participation and engagement in the social and learning activities of early childhood inclusive provision. The chapter reflects the research and policy development work being undertaken by the European Agency for Special Needs and Inclusive Education in its (2015–2017) project on Inclusive Early Childhood Education (IECE) led by the present authors.

Details

Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
Type: Book
ISBN: 978-1-78635-388-7

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Book part
Publication date: 7 October 2019

Marle Aparecida Fidéles de Oliveira Vieira and Valdete Côco

In this article, we discuss the issue of the right to education of young children, focusing on the Institution of Early Childhood Education (EIC in Portuguese), of views…

Abstract

In this article, we discuss the issue of the right to education of young children, focusing on the Institution of Early Childhood Education (EIC in Portuguese), of views with legal markers and educational indicators of a Brazilian State. From a research that approached Early Childhood Education (EI in Portuguese) in settlements of the Landless Rural Workers Movement (MST in Portuguese) and making use of the Bakhtinian framework we highlight the processes of inequality that devastate childhood in the rural settings. The data reiterate the need to not only combat the logics of precariousness that affect the service given but also to guide the specificity of Children’s education field, within a framework of the effectiveness of primary school attendance. Hence, we call one’s attention to the debate of the ways of setting up institutions, with a view to serving children, urging the regulations related to the right to education, particularly, the right to Early Childhood Education in the peasant’s context, particularly in settlements.

Details

Human Rights for Children and Youth
Type: Book
ISBN: 978-1-78973-047-0

Keywords

Book part
Publication date: 11 November 2016

Elita Amini Virmani, Ann-Marie Wiese and Peter L. Mangione

This chapter reviews conceptualizations of parent involvement and family engagement as they aim to support children’s learning and development and introduces the reader to…

Abstract

This chapter reviews conceptualizations of parent involvement and family engagement as they aim to support children’s learning and development and introduces the reader to relational family engagement, a new approach to engaging families in their children’s early learning. Relational family engagement is discussed as central to effectively engaging culturally and linguistically diverse families as active contributors to their children’s lifelong success as learners. The authors delineate three principles fundamental to relational family engagement, supported by an interdisciplinary review of research. Reflective practice is explored as a pathway to relational family engagement. The authors assert that the integration of reflective practice holds promise as a way to facilitate and deepen relationships among staff in early childhood programs, between the early childhood education program staff and families, and between families and children, such that children’s early learning experiences are enhanced across both home and preschool contexts while drawing upon their families’ cultural and linguistic assets.

Article
Publication date: 14 March 2016

Shulamit Natan Ritblatt

The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model…

Abstract

Purpose

The purpose of this paper is to present the Early Childhood-Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) Certificate Program model integrating knowledge and practice. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice supporting young children and families. It is designed to help teachers and early childhood professionals to internalize the skills and competencies needed to address challenging behaviors in their classrooms or at homes so that they can meet the critical social-emotional and behavioral needs of children.

Design/methodology/approach

The paper will provide: research-based information to establish the need for such training programs; the rational to the conceptual framework of the EC-SEBRIS Certificate Program; the depiction of the wraparound training model, which uses triple coaching and mentoring methods: reflective supervision, videotaping, and on-site coaching for teachers; and a preliminary evaluation of the program, and future plans.

Findings

The EC-SEBRIS Certificate Program is at its early implementation stage. The author have graduated four cohorts, for a total of 113, early childhood professionals who have been hired to enhance the behavioral health services provided to young children and families. Overall, results suggest that the students’ knowledge base and confidence improved from time 1 to time 2 for each of the knowledge-based courses.

Research limitations/implications

This is a conceptual paper.

Practical implications

The program bridges the early childhood education (ECE) and early childhood mental health fields, and recognizes the important role that early care and education professionals play in the socio-emotional development of young children. Coursework, videotaping, on-site coaching, and the reflective process facilitate the application of knowledge through the integration of theory and practice in the field supporting young children and families.

Social implications

Challenging behaviors are one of the issues all early childhood educators have to deal within their classrooms. The model, as presented in the manuscript, can be implemented in other higher education institutions to enhance the skill sets of professionals who need to respond to this critical need and support healthy development of young children.

Originality/value

This is an original model emphasizing the importance of training early childhood educators to support emotion and behavior regulation in young children. The paper presents a cutting edge teaching model which integrates knowledge, practice, and reflective practice. This training model focuses on the ECE workforce as the front line to the provision of early childhood mental health support.

Details

The Journal of Mental Health Training, Education and Practice, vol. 11 no. 1
Type: Research Article
ISSN: 1755-6228

Keywords

Book part
Publication date: 1 September 2022

Vina Adriany, Irwan Gunawan and Rita Anggorowati

The purpose of this chapter is to explore practices of early childhood education (ECE) in four Southeast Asian countries, Indonesia, Malaysia, Vietnam and Myanmar. For the

Abstract

The purpose of this chapter is to explore practices of early childhood education (ECE) in four Southeast Asian countries, Indonesia, Malaysia, Vietnam and Myanmar. For the past years, the attention toward ECE in these countries have arisen, partially as the result of the international development agenda such as Education for All, Millennium Development Goals and the latest Sustainable Development Goals. This chapter argues the extent to which the practices of ECE in these four countries are the result of their ongoing negotiation between the global and the local values. The chapter also elaborates the gap in the extent to which neoliberalism is very dominant in the ECE. Hence, despite the rhetorical that emphasize the importance of ECE, ECE is largely dominated by private sectors. This situation might create an obstacle for children’s access and participation to ECE sectors. Hence, this chapter serves as invitation for the government to spend more budget to ECE so that ECE can be accessible to all children in the regions.

Details

World Education Patterns in the Global South: The Ebb of Global Forces and the Flow of Contextual Imperatives
Type: Book
ISBN: 978-1-80382-681-3

Keywords

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