Description

Book Synopsis

In 2000, the Millennium Development Goals set out targets aimed at creating a safer, more prosperous, and more equitable world. If these goals were to be achieved, children's lives would indeed be transformed. In this collection, achievements against these targets are identified, with each contributor examining the progress made in early years provision in Australia, China, England, Greece, the Netherlands, Portugal, South Africa, and Sweden. They highlight the priorities and agendas of their respective governments, and focus on the trends and issues which are particularly relevant to each situation, thereby revealing the social and educational inequalities that persist across countries.

A common theme running through this volume concerns the political tensions that arise when governments and educators hold fundamentally different views about the nature and purpose of early years education and the needs of children and families. It is clear that although the past two decades

Table of Contents

Introduction: International Perspectives on Progress, Change and Development in Early Childhood Education and Care, 1993 to 2013 1. A participatory process of developing a recommendation for the government about the education of children from birth to three years: the case of Portugal 2. A review and analysis of the current policy on early childhood education in mainland China 3. Early childhood development in South Africa – progress since the end of apartheid 4. Trends and tensions: Australian and international research about starting school 5. Educational innovation between freedom and fixation: the cultural-political construction of innovations in early childhood education in the Netherlands 6. Promoting critical awareness in the initial training of preschool teachers in Greece: resistance and perspectives 7. Preschool a source for young children’s learning and well-being 8. Mothers’ experiences with a mother-child education programme in five countries 9. Early childhood policy and practice in England: twenty years of change

Progress Change and Development in Early

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    A Paperback by Dorothy Faulkner

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      Publisher: Taylor & Francis Ltd
      Publication Date: Publication Date: 1/3/2019 12:01:00 AM
      ISBN13: 9781138391673, 978-1138391673
      ISBN10: 1138391670
      Also in:
      Teacher training

      Description

      Book Synopsis

      In 2000, the Millennium Development Goals set out targets aimed at creating a safer, more prosperous, and more equitable world. If these goals were to be achieved, children's lives would indeed be transformed. In this collection, achievements against these targets are identified, with each contributor examining the progress made in early years provision in Australia, China, England, Greece, the Netherlands, Portugal, South Africa, and Sweden. They highlight the priorities and agendas of their respective governments, and focus on the trends and issues which are particularly relevant to each situation, thereby revealing the social and educational inequalities that persist across countries.

      A common theme running through this volume concerns the political tensions that arise when governments and educators hold fundamentally different views about the nature and purpose of early years education and the needs of children and families. It is clear that although the past two decades

      Table of Contents

      Introduction: International Perspectives on Progress, Change and Development in Early Childhood Education and Care, 1993 to 2013 1. A participatory process of developing a recommendation for the government about the education of children from birth to three years: the case of Portugal 2. A review and analysis of the current policy on early childhood education in mainland China 3. Early childhood development in South Africa – progress since the end of apartheid 4. Trends and tensions: Australian and international research about starting school 5. Educational innovation between freedom and fixation: the cultural-political construction of innovations in early childhood education in the Netherlands 6. Promoting critical awareness in the initial training of preschool teachers in Greece: resistance and perspectives 7. Preschool a source for young children’s learning and well-being 8. Mothers’ experiences with a mother-child education programme in five countries 9. Early childhood policy and practice in England: twenty years of change

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