Volume 1 Number 2
©The Author(s) 1999
International Perspectives on Early Childhood Education: Selected Citations from the ERIC Database
ERIC Documents
ED425855 PS027226
The Hundred Languages of Children: The Reggio Emilia Approach-Advanced Reflections. Second Edition.
Edwards, Carolyn, Ed.; Gandini, Lella, Ed.; Forman, George, Ed.
1998
500p.
ISBN: 1-56750-311-X
Available From: Ablex Publishing Corporation, P.O. Box 5297, 55 Old Post Road #2, Greenwich, CT 06831; Tel: 203-323-9606; Fax: 203-357-8446 (Cloth: ISBN-1-56750-310-1, $73.25; Paper: ISBN-1-56750-311-X, $39.50).
EDRS Price - MF2 Plus Postage. PC Not Available from EDRS.
Document Type: COLLECTION (020); PROJECT DESCRIPTION (141)
Geographic Source: U.S.; Connecticut
Journal Announcement: RIEMAY99
This collection of essays and interviews documents the unique approach to early childhood education taken by schools in the Reggio Emilia region of Italy. Howard Gardner and David Hawkins provide reflections in chapters that begin the book. The book is then divided into four major parts. Part I includes an introduction by Carolyn Edwards and others, and the essay "What Can We Learn from Reggio Emilia?" (Katz). Part II contains six interviews conducted by Lella Gandini with Reggio Emilia educators: "History, Ideas, and Basic Philosophy," with Loris Malaguzzi; "The Community-Teacher Partnership in the Governance of the Schools," with Sergio Spaggiari; "Projected Curriculum Constructed through Documentation-'Progettazione,'" with Carlina Rinaldi; "The Role of the 'Pedagogista,'" with Tiziana Filippini; "The Role of the 'Atelierista,'" with Vea Vecchi; and "The Voice of Parents," with Gianna Fontanesi and others. Part III examines the theory and practice of the Reggio Emilia approach through seven essays: "Educational and Caring Spaces" (Gandini); "Partner, Nurturer, and Guide: The Role of the Teacher" (Edwards); "Children with 'Special Rights' in the Preprimary Schools and Infant-Toddler Centers of Reggio Emilia" (Smith); "Curriculum Development in Reggio Emilia: A Long-Term Curriculum Project about Dinosaurs" (Rankin); "Negotiated Learning through Design, Documentation, and Discourse" (Forman and Fyfe); "Theory and Praxis in Reggio Emilia: They Know What They Are Doing, and Why" (New); and "Poppies and the Dance of World Making" (Kaufman). Part IV examines the extension of the Reggio Emilia approach to American classrooms through eight essays: "The Child in Community: Constraints from the Early Childhood Lore" (Nimmo); "Existing Frameworks and New Ideas from Our Reggio Emilia Experience: Learning at a Lab School with 2- to 4-Year-Old Children" (Kantor and Whaley); (3) "Bridge to Another Culture: The Journey of the Model Early Learning Center" (Lewin and others); "The City in the Snow: Applying the Multisymbolic Approach in Massachusetts" (Forman and others); "Looking in the Mirror: A Reflection of Reggio Practice in Winnetka" (Tarini and White); "The Project Approach Framework for Teacher Education: A Case for Collaborative Learning and Reflective Practice" (Moran); "Adapting the Reggio Emilia Approach: Becoming Reference Points for Study and Practice" (Fyfe and others); and "Reconsidering Early Childhood Education in the United States: Reflections from Our Encounters with Reggio Emilia" (Phillips and Bredekamp). The book concludes with reflections by Edwards, Gandini, and Forman; a glossary of terms used by Reggio Emilia educators; and a list of published resources about the Reggio Emilia approach. (LPP)
Descriptors: *Art Education; Community Role; Creative Development; *Curriculum Development; Educational Innovation; Educational Theories; Foreign Countries; *Preschool Children; Preschool Education; Progressive Education; Student Projects; Teacher Role; Teaching Methods
Identifiers: *Italy (Reggio Emilia); *Reggio Emilia Approach; United States
ED426765 PS027068
A Fair Chance: An Evaluation of the Mother-Child Education Program.
Bekman, Sevda
Mother-Child Education Foundation, Istanbul (Turkey).
1998
142p.
Sponsoring Agency: Bernard Van Leer Foundation, The Hague (Netherlands).
ISBN: 975-8085-08-5
EDRS Price - MF01/PC06 Plus Postage.
Document Type: EVALUATIVE REPORT (142)
Geographic Source: Turkey
Journal Announcement: RIEJUN99
This book examines the content and effects of the Mother-Child Education Program, an early childhood and adult education program implemented widely in Turkey. The book presents a multipurpose education model, which draws on research indicating that support in early years can affect the development of the child, and which can be used to disseminate early childhood education at a low cost to groups who are most in need. Following a brief preface, the first section of the book examines the Mother-Child Education Program, including the theoretical rationale, how the program is implemented, and how it is disseminated. The second section details the immediate effects of the program, effects on initial school success, and program implementation and dissemination. The third section discusses findings of the study investigating the effects of the program. The fourth section, based on mothers' self-reports, notes changes seen in children, in the mother-child relationship, in the mothers' personality, in the family and the father, and overall opinions of the program. Four appendixes chart the program's immediate effects, initial school success and school adaptation, program implementation evaluation, and a sample enrichment unit from the program. (Contains 137 references.) (SD)
Descriptors: Adult Education; *Adult Programs; At Risk Persons; Child Development; Early Childhood Education; Educational Strategies; *Family Programs; Foreign Countries; Models; *Mothers; *Nonschool Educational Programs; Parent Child Relationship; Parent Influence; Program Evaluation
Identifiers: Turkey
ED425845 PS027165
Early Childhood Matters: The Bulletin of the Bernard van Leer Foundation, 1998.
Smale, Jim, Ed.
Bernard Van Leer Foundation, The Hague (Netherlands).
Early Childhood Matters, v88-90 Feb-Oct 1998 1998
257p.
ISSN: 1387-9553
Available From: Bernard van Leer Foundation, P.O. Box 82334, 2508 EH, The Hague, The Netherlands; Tel: 31-0-70-351-2040; Fax: 31-0-70-350-2373; e-mail: registry@bvleerf.nl
EDRS Price - MF01/PC11 Plus Postage.
Document Type: SERIAL (022)
Geographic Source: Netherlands
Journal Announcement: RIEMAY99
This document consists of the three 1998 issues of The Bernard van Leer Foundations' "Early Childhood Matters." This periodical, addressed to practitioners in the field of early childhood development, evolved from an in-house publication directed to projects funded by the Bernard van Leer Foundation. Articles in the February 1998 edition include: (1) "Effectiveness: The State of the Art" (Evans); (2) "Alternative Perspectives on ECD: Communities at the Forefront" (Wood); (3) "Spain: Playing My Part" (Paz); (4) "Standing Up for Fairness: Activism with Young Children" (Derman-Sparks); (5) "Developing a Culturally Appropriate Curriculum" (Mitchell); (6) "Mexico: Educational Experience with Women and Girl Children in Rural, Indigenous Communities" (Garcia); and (7) "Venezuela: Developing Inter-Sectorial Networks" (Yanez). The June 1998 issue includes the following: (1) "Culturally Appropriate Approaches in ECD" (Smale); (2) "Trinidad and Tobago: Violent Parenting Violent Children" (Pantin); (3) "Young Children in Complex Emergencies: Field Notes" (Felsman); (4) "Guatemala: Working with the Mayan-Ixil People"(Tzay); (5) "A Culturally Oriented Approach for Early Childhood Development" (Bram); (6) "Building on an African Worldview" (Callaghan); (7) "The Basis of Human Brilliance" (Adamson); and (8) "A Turkish Father in the Netherlands" (Cetin). The October 1998 issue focuses on culturally relevant approaches in early childhood development. The articles are: (1) "Culturally or Contextually Appropriate?" (Smale); (2) "Cultural or Context: What Makes Approaches Appropriate?" (Hurenkamp); (3) "Samenspel: Playing/Taking Action Together" (Copier and Hurenkamp); (4) "Sesame Street: Kids for Peace Project"; (5) "Zimbabwe: The New Community Publishing" (Bond-Stewart); and (6) "Motivating in Challenging Contexts" (Brock). Each issue contains information on foundation publications and announcements related to foundation activities. (KB)
Descriptors: Child Development; Culturally Relevant Education; *Foreign Countries; Newsletters; Personal Narratives; *Preschool Children; *Preschool Education; Program Descriptions
Identifiers: Africa; Guatemala; Mexico; Netherlands; Spain; Trinidad and Tobago; Venezuela
ED425803 PS026955
Hur arbetar forskollarare med bild? En studie av fem forskollarare som leder barn i bildaktiviteter (How Do Preschool Teachers Work with Art Activities? A Study of Five Preschool Teachers Leading Children in Art Activities).
Skoog, Eva
Linkoping Univ. (Sweden). Pedagogiska Inst.
1998
116p.
Report No: LiU-PEK-R-205
ISBN: 91-7219-297-6
ISSN: 0282-4957
EDRS Price - MF01/PC05 Plus Postage.
Language: Swedish
Document Type: RESEARCH REPORT (143)
Geographic Source: Sweden
Journal Announcement: RIEMAY99
Art education has traditionally played an important role in the Swedish preschool. The subject includes a variety of activities, and different aims have been stressed from both aesthetic and pedagogical points of view. This study sought to describe and analyze how preschool teachers work with children in art activities. The investigation used a qualitative approach whereby five preschool teachers were observed by means of video recordings. Analysis revealed different categories that described the teachers' ways of leading the activities. The categories are related to: (1) teaching functions, such as instructing and stimulating; (2) actions that create order, such as directing and serving; and (3) actions that create relations, such as conversing and taking notice of children. All the teachers were very active creating relations and serving the children, but they also varied in their ways to lead the activities. Three patterns were discerned concerning ways of working with art activities: "the gardener," letting children use the material freely without much instruction; "the instructor," teaching the children how to handle the materials; and "the pedagogue," stimulating the children's cognitive development. The three patterns seemed to be connected to both the aims and the content of the activities. Findings were explored in light of theory from the aesthetic and art educational field as well as from the preschool pedagogical field. (HTH)
Descriptors: Aesthetics; *Art; *Art Activities; Art Education; Behavior Patterns; Classroom Techniques; Foreign Countries; Preschool Education; *Preschool Teachers; *Teacher Behavior
Identifiers: Sweden
ED424959 PS027091
Early Childhood Development: Laying the Foundations of Learning.
Faccini, Benedict; Combes, Bernard
United Nations Educational, Scientific, and Cultural Organization, Paris (France).
1998
101p.
EDRS Price - MF01/PC05 Plus Postage.
Document Type: REVIEW LITERATURE (070); POSITION PAPER (120); PROJECT DESCRIPTION (141)
Geographic Source: France
Journal Announcement: RIEAPR99
Government: International
Early childhood development is increasingly viewed as an affirmation of children's rights. This report describes the concept of early childhood development and presents several viewpoints regarding early childhood care and development, parenting, and approaches to early education. The report also presents 10 case studies of programs to enhance the development of young children and their families throughout the world. Part 1 of the report examines early childhood development as providing the foundation for later learning, and discusses several topics such as: the state of current research about the learning process; caregivers' role in supporting children's learning; linking current research to practice; identifying effective models for early childhood development in various cultures; and national attitudes toward early childhood development and improving learning conditions for young children. This section also suggests ways to enhance public policy in early childhood development. Part 2 presents the following papers regarding early childhood care and development: (1) "Parents as Care-givers, Teachers and Learners: Examples from Asia" (de los Angeles-Bautista); (2) "Early Childhood Care and Development: Where We Stand and the Challenges We Face" (Evans); (3) "Value Outcomes in Early Childhood Development" (Weikart); (4) "Approaches of Early Childhood Education" (Arango); (5) "The Whole (All) Must Grow Through Learning" (Hesse); and (6) "From Centre-Based Pre-School to Integrated Child and Family Educational Programming" (Bennett). Part 3 of the report presents case studies describing early education programs, parent education programs, and research initiatives in Trinidad and Tobago, Colombia, the Lao People's Democratic Republic, South Africa, Ireland, China, India, Mali, and Arab countries. (KB)
Descriptors: Case Studies; Child Development; Child Rearing; *Early Childhood Education; *Family Programs; *Foreign Countries; Models; *Parent Child Relationship; Parents; Preschool Curriculum; Program Descriptions; Public Policy; *Young Children
Identifiers: Arab States; China; Colombia; India; Ireland; Laos; Mali; South Africa; Trinidad and Tobago
ED424915 PS026994
Educational Changes: The Basic and Real Facts of Traditional Continuity in Post- Communist Poland. (Implications for Childhood Education).
Radziewcz-Winnicki, Andrezej
1998
11p.; Paper presented at the Annual European Early Childhood Education Research Association (EECERA) Conference (8th, Santiago de Compostela, Spain, September 2-5, 1998).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150)
Geographic Source: Poland
Journal Announcement: RIEAPR99
This paper describes recent social changes in Poland and their implications for early childhood care and education, focusing on the creation of a progressive educational system based on the unified school. Key issues receiving particular attention are the problems of reorganizing the educational system, increasing students' learning effectiveness, incorporating new modes of curriculum innovation, developing patterns of political socialization, organizing educational research and its relevance to pedagogy, and creating new patterns in teacher education. The paper analyzes whether it is possible to create a new and progressive educational system in a short time. (KB)
Descriptors: Curriculum; *Early Childhood Education; *Educational Change; Educational Innovation; Educational Research; Foreign Countries; Social Change; Teacher Education
Identifiers: *Poland
ED424010 PS026978
Children's Stories and Play: Storyride-A Children's Culture Project.
Brostrom, Stig
1998
19p.; Paper presented at the Symposium for the European Conference on Quality in Early Childhood Settings (8th, Santiago de Compostela, Spain, September 2-5, 1998).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150)
Geographic Source: Denmark
Journal Announcement: RIEMAR99
In modern societies, children are becoming more and more users of a child culture constructed by adults, rather than producers of their own culture. This paper describes a project, implemented in Nordic child care centers and early childhood classes, that provides children the opportunity to narrate and illustrate their own stories, written down by educators and mailed to an exchange institution in their own or another Nordic country. The purpose of the project is to support children's own culture, increase children's interest in language, strengthen early childhood educators' competence about children's culture, and form the basis for expanded research in this field. In various countries, different components to the research are added: for example, in Denmark, researchers have analyzed stories and have observed the children in play to identify similarities in themes, problems, and solutions in stories and play. This paper discusses children's story listening at home and in day care settings in Denmark, the teacher's role in storytelling, the structure of children's stories, and the use of fairy tales. The analysis of children's stories and play indicates that general themes include power relationships, good versus wicked, attack and defense, and chase and run away. The paper notes that although children create a number of roles in play and stories, the description of context is often poor in stories. Contains 14 references. (KB)
Descriptors: Caregiver Child Relationship; *Day Care; *Early Childhood Education; Exchange Programs; Foreign Countries; Literacy Education; Parent Child Relationship; Play; Pretend Play; Story Grammar; *Story Telling; Teacher Role; Teacher Student Relationship; *Writing Instruction; Young Children
Identifiers: Denmark; Finland; Iceland; *Nordic Countries; Nordic Countries; Norway; Play Themes; *Story Writing; Sweden
ED424009 PS026977
Learning and Teaching Stories: New Approaches to Assessment and Evaluation in Relation to Te Whariki.
Carr, Margaret; May, Helen; Podmore, Val
Victoria Univ. of Wellington (New Zealand). Inst. for Early Childhood Studies.
1998
39p.; Paper presented at the Symposium for the European Conference on Quality in Early Childhood Settings (8th, Santiago de Compostela, Spain, September 2-5, 1998).
ISBN: 0-475-20054-3
EDRS Price - MF01/PC02 Plus Postage.
Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150)
Geographic Source: New Zealand
Journal Announcement: RIEMAR99
In a climate of increasing concern with educational accountability and quality, it has been important to reappraise the issues of assessment and evaluation in relation to early childhood care and education. This document is comprised of three papers describing approaches to assessment and evaluation used in Te Whariki, a national curriculum statement and framework for early childhood education and care in New Zealand. The first paper, "An Update of Te Whariki, The New Zealand National Early Childhood Curriculum," describes the overall principles, strands, and goals for all early childhood programs, focusing on the fundamental principle of empowering children and outlining some implementation issues for early childhood centers. The second paper, "Project for Assessing Children's Experiences in Early Childhood Settings," outlines a three-phase research project to provide assessment guidelines for practitioners implementing Te Whariki: (1) developing an integrated structure of outcomes called the Learning Story framework; (2) implementing the framework in a variety of early childhood settings; and (3) developing resources for professional development. The third paper, "Developing a Framework for Self Evaluation of Early Childhood Programmes," outlines the policy context of evaluation and quality in New Zealand, describes an ethnographic study focusing identifying the key elements of program quality in relation to Te Whariki strands and goals which should be the focus of evaluation, and discusses how the Teaching Stories provide a focus for reflection and appraisal. Each paper contains references. (Author/JPB)
Descriptors: Educational Quality; Foreign Countries; *National Curriculum; National Standards; *Preschool Education; Professional Development; Program Evaluation; Self Evaluation (Groups); Student Educational Objectives; Student Evaluation; Young Children
Identifiers: New Zealand; *Te Whariki (New Zealand)
ED423986 PS026931
The Socializing Role of Early Childhood Development and Education (ECD) in the 21st Century.
Fthenakis, Wassilios E.
1998
30p.; Paper presented at the European Policy Conference (Amsterdam, April 23-24, 1998).
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150)
Geographic Source: Germany
Journal Announcement: RIEMAR99
Noting demographic and socio-political shifts in Europe, this paper discusses challenges facing early childhood education in providing children with sufficient competence to cope successfully with discontinuities in their lives caused by rapidly changing social conditions and family structure. The paper outlines some contextual conditions which need to be considered when defining quality education, then focuses on three aspects of European early childhood education of central importance in terms of social integration: social integration of children with special needs, intercultural education as a reality in Europe, and continuities versus discontinuities, or coping with transitions. The educational-political consequences of multicultural education are outlined, including official recognition of multicultural groups, the right to kindergarten education for all children, and the necessity intercultural education and teacher training. The paper also discusses current trends in daycare in Europe, outlining the different types of institutions, creating networks between institutions, training staff, and political decisions regarding the relationship between state regulation and regional profiles. (JPB)
Descriptors: Day Care; *Early Childhood Education; *Educational Objectives; Educational Policy; Educational Quality; Family Structure; Foreign Countries; *Social Change; *Social Influences; Sociocultural Patterns; Teacher Education
Identifiers: *Europe
ED423094 RC021645
Achieving Educational Excellence in Majuro, RMI. Promising Practices in the Pacific Region.
Donahue, Tim
Pacific Resources for Education and Learning, Honolulu, HI.
1998
5p.
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Contract No: RJ96006601
Available From: Pacific Resources for Education and Learning, Ali'i Place, 25th Floor, 1099 Alakea Street, Honolulu, HI 96813-4500; World Wide Web: http://www.prel.hawaii.edu
EDRS Price - MF01/PC01 Plus Postage.
Document Type: EVALUATIVE REPORT (142)
Geographic Source: U.S.; Hawaii
Journal Announcement: RIEFEB99
The Rita Christian School on Majuro in the Republic of the Marshall Islands is a comprehensive preK-8 program that has successfully combined factors that contribute to an effective school program for the Pacific region. Factors contributing to the school's success are community involvement, strong leadership, a committed and well-trained staff, year-round scheduling, and an effective language teaching program. Pacific Islanders' traditional views of authority are often detrimental to community involvement, but Rita Christian School was built by the church congregation, fueled by its belief that education's primary purpose is to instill Christian values. Pacific Islanders respond to good leadership but tend to accept ineffective leadership rather than challenge it. Therefore, leadership must be strong, and the principal of Rita Christian has fulfilled this role. Staff development opportunities at the school include weekly teachers' meetings that focus on curriculum and teaching, networking, mentoring, and a collaborative training partnership between school and local government. A change to year-round scheduling improved attendance and learning retention and provided opportunities for remedial help and a sense of continuity. Although English is the common language, its introduction takes place in a 2-year bilingual preschool environment that supports the students' home language. In following this school's model, Pacific communities might focus on school purpose to increase community involvement, strong leadership development, staff training, year-round scheduling, and the timing and quality of the introduction of English as the medium of instruction. (SAS)
Descriptors: Community Involvement; *Educational Practices; Elementary Education; Foreign Countries; *Pacific Islanders; *Parochial Schools; Preschool Education; *School Community Relationship; *School Effectiveness; Small Schools
Identifiers: *Marshall Islands
ED421221 PS026652
An Innovation in Morocco's Koranic Pre-Schools. Working Papers in Early Childhood Development, No. 23.
Bouzoubaa, Khadija
Bernard Van Leer Foundation, The Hague (Netherlands).
1998
23p.
ISBN: 90-6195-049-X
ISSN: 1383-7907
Available From: Bernard van Leer Foundation, P.O. Box 82334, 2508 EH, The Hague, The Netherlands; phone: 31-70-3512040; fax: 31-70-3502373; e-mail: registry@bvleerf.nl (Single copies are available free of charge. Small charge will be made for multiple copies).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: PROJECT DESCRIPTION (141)
Geographic Source: Netherlands
Journal Announcement: RIEDEC98
This working paper describes the ATFALE project to introduce pedagogical innovation into Moroccan preschools. Following a review of the history of the traditional Muslim Kuttab school for preschool and early elementary school children, the paper discusses the educational reform goals of the ATFALE project. Specifically, the project plans to develop a child-centered concept of preschool education, support new approaches to retraining of teachers, develop methods to make teachers more sensitive to the need for parental involvement in the schools, develop a training methodology that allows teachers to integrate innovative and adequate educational practices, and to stimulate and create more dynamic training facilities. The paper then considers plans for the operational framework and cooperation of the ATFALE and Koranic Preschool Group, the strategy for introducing innovation into Koranic preschools, the evolution of the action-research, and the impact of the project on pedagogical activities and at institutional and administrative levels to date. (JPB)
Descriptors: Change Strategies; *Educational Change; Educational History; *Educational Innovation; Foreign Countries; Parent School Relationship; Parent Teacher Cooperation; *Preschool Education; Preschool Teachers; *Student Centered Curriculum; Teacher Education
Identifiers: Historical Background; Morocco
ED419846 TM028422
Evaluation of Educational Programmes in Turkey.
Yasar, Sefik
1998
8p.; Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150)
Geographic Source: Turkey
Journal Announcement: RIEOCT98
The educational system of Turkey and educational evaluation efforts are described. In Turkey, the educational system includes optional preschool education, compulsory elementary education through age 14, secondary education for 3 or 4 years more (3 for university preparation, 4 for vocational education), and higher education. All of the preschool, elementary, and secondary programs are centrally prepared by the Ministry of Education (MOE), while higher education is cooperatively prepared by the Higher Educational Council and specialists at the universities. Reflective, formative, and summative evaluations are conducted. Most educational evaluation in Turkey, and especially most formative evaluation, is done by academic researchers, and findings of these evaluations are not used as much as they could be because of lack of cooperation with the MOE and educational systems. To solve the problem of evaluation utilization in Turkey, more cooperation between the MOE and academic researchers will be necessary. (Contains 12 references.) (SLD)
Descriptors: *Cooperation; *Educational Research; *Elementary Secondary Education; Evaluation Methods; Foreign Countries; Formative Evaluation; *Government Role; *Higher Education; Preschool Education; *Program Evaluation; Summative Evaluation; Vocational Education
Identifiers: *Turkey
ED419588 PS026463
Access to Early Childhood Development: Strategies for Enhancing Social Integration.
Wazir, Rekha; van Oudenhoven, Nico
1998
12p.; Paper presented at the European Policy Conference on Early Childhood Education as a Structural Approach to Integrating Children and Families at Risk: A Challenge for Policy Makers (Amsterdam, Netherlands, April 23-24, 1998).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: POSITION PAPER (120); CONFERENCE PAPER (150)
Geographic Source: Netherlands
Journal Announcement: RIEOCT98
Access to early childhood education and social exclusion are issues currently of importance for policy and program development in Europe. This paper explores links between early education access and social exclusion in regard to profound and rapid changes in Europe that are forcing families to find new ways to remain integrated within their communities and societies, and to prepare their children for adult lives. The paper argues that early childhood education can be an effective mechanism for promoting social integration and cohesion, particularly for socially excluded families. Access to early education could open doors to many other services, further integrating these families. Creating full accessibility should be given the highest political priority, but to reach the marginalized and excluded segments, public awareness would have to grow and strategies to improve access to services would need to be introduced. The paper then considers strategies centering on the client, program, policy and organization. The paper concludes by noting that the nature of services provided would also have to be scrutinized with respect to their suitability for supporting children at risk. (JPB)
Descriptors: *Access To Education; At Risk Persons; Change Strategies; Disadvantaged Environment; *Early Childhood Education; Early Intervention; *Family Programs; Foreign Countries; *Public Policy; *Social Environment; *Social Integration; Social Isolation; Special Needs Students
Identifiers: Europe
ED423022 PS026056
In the Public Interest: The Benefits of High Quality Child Care. Videotape .
Toronto Univ. (Ontario). Centre for Urban and Community Studies.; Mark Rubin Productions, Weston, MA.
1997
0p.
Available From: Childhood Resource and Research Unit, University of Toronto, 455 Spadina Avenue, Toronto, Ontario M5S 2G3, Canada; phone: 416-978-6895; e-mail: crru@chass.utoronto.ca
Document Not Available from EDRS.
Document Type: AUDIOVISUAL MATERIAL (100)
Geographic Source: Canada; Ontario
Journal Announcement: RIEFEB99
Noting that, in Canada, 10,000 child care programs serve children and families of diverse cultural and socioeconomic backgrounds, this video examines the characteristics and benefits of high quality programs. The 22-minute video first cites two reasons why quality child care is a current issue: the increasing number of women in the workforce and research showing the positive impact of high quality programs on how a child learns, regardless of the child's background or whether the mother works. The video then defines child care, and explores the characteristics of high quality programs, including stable and consistent caregiving, age-appropriate activities, and hygienic facilities and routines. Characteristics of high quality caregivers are then listed, including training in early childhood education, skills needed to encourage cooperative relationships, and a sympathetic, warm, caring demeanor. Additional factors contributing to high quality in a care program are noted, such as solid regulation and supervision, and not-for-profit operation. The video next notes that high quality child care is a unique endeavor in that it benefits several groups at the same time: children, families, women, employers, communities, and society at large. The benefits specific to each of these groups are then detailed. The video concludes by noting that high quality programs are exceptions rather than the rule, and advocates Canadian public policy to invest in high quality program standards. (HTH)
Descriptors: Caregiver Child Relationship; *Day Care; *Day Care Effects; Early Childhood Education; Foreign Countries; Public Policy; *Teacher Characteristics
Identifiers: Canada; *Day Care Quality; Program Characteristics; *Quality Indicators
ED422220 SO029044
Perspectives on the Mexican Education System: Prejudices, Problems, Possibilities. Fulbright-Hays Summer Seminar Abroad 1997 (Mexico).
Socha, Donald E.
1997
18p.
Sponsoring Agency: Center for International Education (ED), Washington, DC.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: PROJECT DESCRIPTION (141)
Geographic Source: U.S.; Wisconsin
Journal Announcement: RIEJAN99
This paper examines the complex Mexican educational system and how numerous factors influence its success, depending on one's point of reference. Many ideological and subjective judgments are made in this evaluation. Non-compulsory preschool enrollment figures show tremendous growth in the past 25 years, as does the growth in the number of children 6-14 years old attending school. In 1992 the process of educational reform undertook four important movements: (1) decentralization of the system from federal to state control; (2) curricular reform of basic education; (3) in-service teacher retraining courses; and (4) reform of teacher training programs. The paper argues that this reform procedure represents a tendency toward greater democracy, autonomy, and self-rule in the Mexican educational structure and process, but these tendencies have been circumscribed by prejudices within Mexican society. The paper cites the various kinds of prejudices to be found in Mexico, including racism, sexism, nationality, and overpopulation. The potential for Mexico to achieve its educational goals is greater now than ever before in its history, yet the people must address the issues of social injustice in the society. (EH)
Descriptors: Comparative Education; Cultural Awareness; Educational Research; Elementary Secondary Education; Foreign Countries; Global Education; Higher Education; *Latin American History; Latin Americans; *Mexicans; Multicultural Education; Preschool Education
Identifiers: *Latin American Studies; *Mexico
ED422052 PS025707
The Early Years: Embracing the Challenges. 1997 Early Years of Schooling Conference Proceedings (Melbourne, Australia, July 20-21, 1997).
Victoria Education Dept. (Australia).
1997
97p.
Available From: Curriculum Corporation, Casselden Place, Level 5, 2 Lonsdale Street, Melbourne, Victoria 3000, Australia ($9.95 Australian Dollars).
Document Not Available from EDRS.
Document Type: CONFERENCE PROCEEDINGS (021)
Geographic Source: Australia; Victoria
Journal Announcement: RIEJAN99
Government: Foreign
These conference proceedings comprise 19 papers and the plenary session presented at the Early Years Schooling Conference held in Melbourne, Australia. The plenary session was "A Developmental Approach to Teaching Young Children" conducted by Lilian Katz. The keynote addresses and breakout sessions were: (1) "Developmental Learning: How to Learn" (Heard, Stevens and Biddle); (2) "More Patterns in Poetry" (Hinchcliffe); (3) "Challenges of Understanding Children's Thinking" (Robbins); (4) "Impact of the Early Literacy Research Project" (Potter); (5) "Literacy Intervention P-2: Building a Solid Foundation" (Stanley); (6) "Teaching Readers in the Classroom" (Department of Education); (7) "Climbing the Language Mountain" (Crystal); (8) "Reggio Emelia in the Victorian Classroom" (Doig and Larkins); (9) "Towards a Love of Learning: Challenging our Preschool Children" (Margetts); (10) "Challenging All Children in a Mixed Ability Classroom" (Nelson and Fyfe); (11) "Education and Enlightenment: Koorie Education, from Birth and Beyond" (Department of Education); (12) "Parents Supporting Readers" (Department of Education); (13) "Adding Growth Rings: Additional Insights into the Art of Teaching Writing" (Bolton); (14) "Promoting the Growth of Mathematical Thinking in Young Children" (Mulligan); (15) "Early Years Can Tackle the Issues for Later Years" (McNicol); (16) "Windows and Doors: Computers in Early Literacy Programs' (Graham and Oxenbould); (17) "Children Learning to Write in Preschool" (Reynolds); (18) "Implementing the CSF through Play Sessions" (Wilson); and (19) "Implementing a Structured Classroom Literacy Program: A Small School's Experience" (Maine and Kliman). Each paper contains references. (KB)
Descriptors: Child Development; *Classroom Techniques; Cognitive Development; Computer Uses in Education; Day Care; *Early Childhood Education; Emergent Literacy; Foreign Countries; Grouping (Instructional Purposes); *Learning Processes; Literacy Education; Mathematical Concepts; Mathematics Instruction; Play; Poetry; Preschool Education; Program Evaluation; Teaching Methods; Transfer of Training; Writing Instruction; *Young Children
Identifiers: Australia; Challenge; Katz (Lilian G); Koori People; Reggio Emilia Approach
ED421203 PS026046
Preschool Education in Portugal: Development, Innovation and Changes-Will We Be Able To Cross the Bridge?
Vasconcelos, Teresa
1997
9p.; Paper presented at the Annual Conference of the National Association for the Education of Young Children (Anaheim, CA, November 12-15, 1997). For related paper, see ED 415 968.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150)
Geographic Source: Portugal
Journal Announcement: RIEDEC98
This paper discusses public policies in Portugal that call for partnerships in education to provide preschool education for all children. Preschool education is envisioned as a first step on the path towards a strong, humane society. A new role is foreseen for the State, involving fewer direct services and less bureaucratic administration, but providing more efficient supervision, with a regulating and compensatory role. The role of the Law for Preschool Education and the Plan for Expansion and Development of Preschool Education in defining both the goals of preschool education and the role of curriculum guidelines are discussed. The article notes the creation of an Office for the Expansion and Development of Preschool Education. The importance of teachers and in-service training in improving preschool education is also considered. (JPB)
Descriptors: Educational Improvement; Educational Objectives; *Educational Policy; Educational Principles; Federal Legislation; *Federal Regulation; Foreign Countries; Government Role; *Government School Relationship; *Partnerships in Education; *Preschool Education; *Public Policy
Identifiers: Portugal
ED419577 PS026264
Caribbean Conference on Early Childhood Education (2nd, Dover Convention Centre, Barbados, April 1-5, 1997). Summary Report.
Lundy, Christine
Ministry of Education, Youth Affairs, and Culture (Barbados).; United Nations Children's Fund, Christ Church (Barbados).
1997
134p.
EDRS Price - MF01/PC06 Plus Postage.
Document Type: CONFERENCE PROCEEDINGS (021)
Geographic Source: Barbados
Journal Announcement: RIEOCT98
Government: International
The objectives of the Second Caribbean Conference on Early Childhood Education included: (1) setting a framework for the development of early childhood programs in the Caribbean; (2) initiating a Plan of Action to address early childhood issues in the Caribbean in terms of policy, structure, and implementation; and (3) facilitating the networking of early childhood education professionals. Following an introduction outlining the companies aims and objectives, the sections of the report are: (1) "The Value of Early Childhood Education and Development-the Case for Investment"; (2) "Challenges and Opportunities in the Caribbean"; (3) "A Quest for Quality"; (4) "Integrated Approaches"; (5) "Mobilizing Support"; and (6) "The Next Stage." The report's appendices contain a Caribbean Plan of Action, an adopted resolution, a situation analysis, list of conference documents, list of participants, and the agenda. (EV)
Descriptors: Change Strategies; *Early Childhood Education; Educational Finance; *Educational Improvement; Educational Policy; Educational Quality; Foreign Countries; Government Role; Integrated Activities; Policy Formation
Identifiers: *Caribbean
Journal Articles
EJ570840 RC512765
A Research Analysis of Pre-School Provision in the Market Place.
Brown, Sally; Stephen, Christine; Low, Lesley
Scottish Educational Review, v30 n1 p4-14 May 1998
ISSN: 0141-9072
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJAPR99
In 1996, a voucher scheme was introduced to promote educational provision for preschool children in Scotland. Qualitative and quantitative explorations of the views of parents and providers describe the workings of the educational "market" when one of the competing sectors (public sector) had a substantial monopoly power over the others (private and voluntary sectors). (Author/SV)
Descriptors: Competition; *Educational Supply; *Educational Vouchers; Foreign Countries; Free Enterprise System; *Parent Attitudes; Parent Participation; *Preschool Education; Private Education; Public Education; *School Choice
Identifiers: *Scotland
EJ570708 PS528159
Preschool Children's War Play: How Do Greek Teachers and Parents Cope with It?
Doliopoulou, Elsie
European Early Childhood Education Research Journal, v6 n1 p73-86 1998
ISSN: 1350-293X
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJAPR99
Replicated Carlsson-Paige and Levin's studies on teachers and parents coping with children's war play in Greece. Found that teachers' and parents' opinions were comparable to Americans'. Most Greek teachers limited rather than banned war play and were satisfied with their approach to war play. Parents' approaches were similar to those of Americans. Most Greek children invented or created weapons. (Author/KB)
Descriptors: Classroom Techniques; Coping; Foreign Countries; *Parent Attitudes; Parent Child Relationship; *Play; Preschool Education; *Pretend Play; *Teacher Attitudes; Teacher Student Relationship; *War; *Young Children
Identifiers: Greece; Research Replication; *War Games (Children); War Toys
EJ570705 PS528156
The Influence of Researcher-Teacher Collaboration on the Effectiveness of the Early Learning of Four Year Olds in Schools in England.
Mould, Claire
European Early Childhood Education Research Journal, v6 n1 p19-35 1998
ISSN: 1350-293X
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJAPR99
Examined the potential of teacher-researcher collaboration for enhancing the effectiveness of early learning experiences of 4-year-olds in England. Found that, during fieldwork, child engagement and teachers' stimulation, sensitivity, engagement, and autonomy increased. Teacher and student engagement were related. Suggests that teachers who strive toward optimum learning and well-being can provide children with the best learning experiences. (Author/KB)
Descriptors: Academic Achievement; Action Research; *Cooperation; *Educational Research; Foreign Countries; *Preschool Children; Preschool Education; Program Effectiveness; Qualitative Research; *Teacher Behavior; Teacher Improvement; Teacher Student Relationship
Identifiers: England; Researcher Role; Researcher Subject Relationship; *Student Engagement; Teacher Engagement; *Teacher Researcher Relationship
EJ569135 PS528089
Possibilities of Change in the Education of the Youngest People.
Waloszek, Danuta
International Journal of Early Years Education, v6 n2 p177-83 Jun 1998
ISSN: 0966-9760
Document Type: JOURNAL ARTICLE (080)
Journal Announcement: CIJMAR99
Discusses the essence of child education in Poland, focusing on preschool education. The concept of the playgroup is examined as a place concerned with providing students with knowledge. An alternative is suggested which takes into account the child's feelings and relationship with the family and close environment. (JPB)
Descriptors: *Classroom Environment; *Educational Innovation; Family Role; *Family School Relationship; Foreign Countries; *Play; Preschool Children; *Preschool Education
Identifiers: Poland
EJ569134 PS528088
The Educational System in Poland and Other Central-Eastern European Countries During the Transition Period.
Piwowarski, Rafal
International Journal of Early Years Education, v6 n2 p165-76 Jun 1998
ISSN: 0966-9760
Document Type: JOURNAL ARTICLE (080)
Journal Announcement: CIJMAR99
Examines the developments and direction of educational-system changes which have taken place in the Czech Republic, Hungary, Poland, and Slovakia during the past decade. Comparisons are made between the four countries, focusing on the following areas: school reforms, change of the structure, and non-public schools. (JPB)
Descriptors: Comparative Analysis; *Comparative Education; *Educational Change; Elementary Education; Foreign Countries; Preschool Education; School Restructuring; Secondary Education; Social Change
Identifiers: Czech Republic; *Europe (East Central); Hungary; Poland; Slovakia
EJ567793 PS527876
International Perspectives on Quality Child Care.
Textor, Martin R.
Early Childhood Education Journal, v25 n3 p167-71 Spr 1998
ISSN: 1082-3301
Document Type: REVIEW LITERATURE (070); JOURNAL ARTICLE (080)
Journal Announcement: CIJFEB99
Presents criteria of good child care as revealed by international research studies of child care settings. Criteria discussed include: class size, teacher/child ratio, size and equipment of the classroom, teacher behavior, parent cooperation, and teacher qualifications. Also discusses whether such criteria are shared by teachers and parents. (TJQ)
Descriptors: Class Size; *Classroom Environment; *Day Care; *Day Care Centers; Early Childhood Education; Foreign Countries; Parent Attitudes; Parent Teacher Cooperation; Program Evaluation; Teacher Attitudes; Teacher Behavior; *Teacher Qualifications; *Teacher Student Ratio
Identifiers: Learning Environment; *Quality Indicators
EJ566672 PS527981
Te Whaariki: New Zealand Guidelines for an Early Childhood Curriculum.
Guild, Diana E.; Lyons, Lesley; Whiley, Jennie
International Journal of Early Childhood, v30 n1 p65-70 May 1998
ISSN: 0020-7187
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJJAN99
Describes the early childhood education system in New Zealand, and "Te Whaariki," the comprehensive National Early Childhood Education Curriculum Guidelines. Includes a discussion of the curricular aims, theoretical underpinnings, and foundational principles and goals; also discusses meeting the needs of children with special needs, the Maori immersion curriculum, and professional development. (KB)
Descriptors: *Early Childhood Education; Educational Theories; Foreign Countries; Immersion Programs; Maori; Maori (People); *National Curriculum; *Preschool Curriculum; *Preschool Education; Professional Development; Special Needs Students; *Young Children
Identifiers: *New Zealand
EJ566670 PS527979
Promoting Children's Interests and Rights in Education: The Contribution of the Ombudsman for Children to the Compulsory School Reform.
Hauge, Tove
International Journal of Early Childhood, v30 n1 p52-55 May 1998
ISSN: 0020-7187
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJJAN99
Examines 1990s school-related activities and rhetoric of Norway's Ombudsman for Children related to: (1) children's rights to education, especially religious and moral education and in the closest environment; (2) rights in education, including a secure procedure for individual complaints; and (3) rights through education to participation and democracy. Concludes that the Ombudsman has attended little to educational quality. (KB)
Descriptors: *Child Advocacy; Childhood Needs; Childrens Rights; *Early Childhood Education; *Educational Change; Educational Policy; Educational Quality; Foreign Countries; Policy Analysis; Public Policy; *Young Children
Identifiers: 1990s; Norway; *Ombudsman for Children (Norway)
EJ566666 PS527975
Child Care in Sweden.
International Journal of Early Childhood, v30 n1 p20-26 May 1998
ISSN: 0020-7187
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJJAN99
Describes the child care system in Sweden, focusing on policy measures and legislation for children and families. Describes types of day care programs, including centers, open preschools, family day care, school age services, children requiring special support, and children from other cultures. Outlines recently proposed guidelines for preschool curriculum, staff qualifications, and rights of hospitalized children. (KB)
Descriptors: Childrens Rights; *Day Care; Disabilities; Early Childhood Education; *Educational Policy; Employment Qualifications; Family Day Care; Federal Legislation; Foreign Countries; Leaves of Absence; Preschool Curriculum; Program Descriptions; Public Policy; School Age Day Care; *Young Children
Identifiers: Child Care Legislation; Parental Leave; *Sweden
EJ566663 PS527972
Early Childhood Education in Iceland: Play and Print and I Can Do What I Get a Chance to Do.
Sigurdardottir, M.; Birgisdottir, S.
International Journal of Early Childhood, v30 n1 p9-14 May 1998
ISSN: 0020-7187
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141); EVALUATIVE REPORT (142)
Journal Announcement: CIJJAN99
Details two Icelandic early childhood education projects. "Play and Print" found that increasing print exposure and reinforcing role-play related to reading and writing improved preschoolers' language maturity. The "I Can Do What I Get a Chance to Do" project modified lunch, group time, artwork, and play components of the preschool program to fit the needs of 1- to 3-year olds. (KB)
Descriptors: Childhood Needs; *Early Childhood Education; *Emergent Literacy; Foreign Countries; Infant Care; Infants; Language Acquisition; Play; *Preschool Children; Program Evaluation; Teaching Methods; Toddlers
Identifiers: *Iceland
EJ566662 PS527971
Anniversaries in the Finnish Kindergarten System: How and Why the System Was Created.
Honkavaara, Pirjo
International Journal of Early Childhood, v30 n1 p7-9 May 1998
ISSN: 0020-7187
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJJAN99
Describes preschool education as it is integrated into the day care system in Finland. Discusses founding of first Finnish kindergartens, growing need for more extensive day care, the current municipal day care system, the Day Care Act guaranteeing the subjective right to day care for all children under age 7, and the educational role of day care. (KB)
Descriptors: Childrens Rights; *Day Care; Educational History; *Educational Policy; Foreign Countries; *Kindergarten; *Preschool Children; *Preschool Education; Role of Education
Identifiers: Child Care Needs; *Finland; Historical Background
EJ566661 PS527970
Facts and Figures about Early Childhood and Youth Education in Denmark.
Lund, Stig G.
International Journal of Early Childhood, v30 n1 p1-6 May 1998
ISSN: 0020-7187
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJJAN99
Describes early childhood and youth education in Denmark, including types of day care, enrollment figures, legislation and regulations, and program objectives. Discusses the integration of early childhood education within Denmark's social welfare system, educational approaches taken, and typical educational activities. Also discusses parent payment, administration, personnel management, vocational training, research, and educational change. (KB)
Descriptors: After School Programs; *Day Care; *Early Childhood Education; Educational Change; Educational Objectives; Enrollment Trends; Federal Legislation; Fees; Foreign Countries; Personnel Management; Program Descriptions; School Age Day Care; Vocational Education; Welfare Services; *Young Children
Identifiers: Day Care Regulations; *Denmark
EJ564388 PS527868
Necessity the Mother of Invention: Australian and Eritrean Early Childhood Educators Sharing Skills and Experiences.
Andreoni, Helen
Australian Journal of Early Childhood, v23 n1 p5-9 Mar 1998
ISSN: 0312-5033
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJNOV98
Describes the work of Australian and Eritrean early childhood educators to establish early childhood education in Eritrea. Discusses how Australian educators are learning about managing multicultural and multilingual communities; Eritrean educators are learning about a holistic approach to education to meet social, emotional, physical, intellectual, and developmental needs of Eritrean children. (Author)
Descriptors: Change Agents; *Change Strategies; Childhood Needs; Cultural Pluralism; *Early Childhood Education; Educational Administration; *Educational Change; *Educational Cooperation; Educational Development; Educational Innovation; Foreign Countries; Holistic Approach; Multilingualism; *Preschool Teachers
Identifiers: Africa; Australia; *Eritrea
EJ564378 PS527843
Parental Expectations of Early Childhood Services for Preschool Children: The Case of Policy Change in Greece.
Laloumi-Vidali, Eva
International Journal of Early Years Education, v6 n1 p19-30 Mar 1998
ISSN: 0966-9760
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJNOV98
Investigated parental expectations of Greek early childhood education and care services. Found that the administrative division between types of preschool was related to parental expectations. Parents expected to collaborate with early childhood teachers regarding problems with their child at home, ensuring the best care for their child, and keeping their child happy while they are at work. (Author)
Descriptors: *Day Care; Educational Change; *Expectation; Foreign Countries; *Parent Attitudes; Parent Teacher Cooperation; Parents; *Preschool Education; Public Policy
Identifiers: Greece
EJ559919 PS527579
Lessons from Ukraine.
Seefeldt, Carol; Galper, Alice
Childhood Education, v74 n3 p136-42 Spr 1998
ISSN: 0009-4056
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJAUG98
Describes two American university professors' experience at a two-week workshop for preschool teachers in Ukraine. Discusses similarities between American and Ukrainian teachers, such as concern with children's health and academic welfare, their own creativity, and the worth of workshops, as well as differences, such as severe lack of material goods. Concludes with lessons to be learned from Ukraine. (EV)
Descriptors: Cultural Differences; Foreign Countries; Preschool Education; *Preschool Teachers; Teacher Attitudes; Teacher Improvement; *Teacher Workshops
Identifiers: *Ukraine
EJ557331 PS527450
What Functions Do the Austrian Kindergarten Teachers Ascribe to the Kindergarten in the Present Socioeconomic Conditions?
Hartmann, Waltraut; Stoll, Martina
European Early Childhood Education Research Journal, v5 n2 p75-84 1997
ISSN: 1350-293X
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJJUN98
Surveyed Austrian kindergarten teachers about their perceptions of the function of kindergarten in the context of current socioeconomic conditions. Found that teachers no longer see kindergarten as merely an education-providing institution: one-fourth considered kindergarten's main task to be substituting for family care; one-fifth claimed that kindergarten has neither educational nor care functions, which suggests high teacher frustration. (JPB)
Descriptors: Day Care; *Educational Objectives; Educational Research; Foreign Countries; *Kindergarten; Preschool Education; *Preschool Teachers; *Socioeconomic Influences; *Teacher Attitudes; Teacher Role
Identifiers: Austria
EJ557328 PS527447
The Interplay between Organisation and Pedagogic Content: Results from a Study Reflecting the Changes within 12 Preschools in Stockholm during a Three-Year Period.
Johansson, Inge
European Early Childhood Education Research Journal, v5 n2 p33-46 1997
ISSN: 1350-293X
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJJUN98
Surveyed leaders, staff and parents over a three-year period to determine effect of organizational changes on pedagogical content in Swedish preschools. Found that changes in organizational frame and available resources raised the importance of official goals and caused the school's main function to be seen as providing service, elaborating cooperation with parents, and increasing the profile of pedagogical content. (JPB)
Descriptors: *Educational Change; *Educational Objectives; Educational Research; Foreign Countries; Influences; *Instruction; Longitudinal Studies; *Organizational Change; Parent School Relationship; Preschool Education; School Restructuring
Identifiers: Sweden
