Recent authoritative evidence suggests that an estimated 200 million children under five fail to achieve their developmental potential due to factors including poor health and nutrition and the lack of stable high quality care. A significant number of the world’s children today lack the basic rights to health, development and protection.
In light of such statistics, early childhood services for young children have expanded around the world. The SAGE Handbook of Early Childhood Policy draws critical attention to policy in Early Childhood Education and Care (ECEC) its relationship to service provision and its impact on the lives of children and families. The perspectives of leading academics and researchers from Europe, North America, South America, Africa, Australasia and Asia have been arranged around five key themes:
Part 1: The Relationship Between Research, Policy And Practice: Country Case Studies
Part 2: Equitable Early Childhood Services: Intervention to Improve Children’s Life Chances
Part 3: Extending Practice: The Role of Early Childhood Services In Family Support
Part 4: Participation, Rights and Diversity
Part 5: Future Directions for Early Childhood Policy
This handbook is essential reading for practitioners, stakeholders and others committed to working within early years services to achieve an awareness of policy and its implications for services and practice.
Tabla de materias
Introduction: Exploring the landscape of early childhood policy – Linda Miller, Claire Cameron, Carmen Dalli and Nancy Barbour
PART 1: THE RELATIONSHIP BETWEEN RESEARCH, POLICY AND PRACTICE: COUNTRY CASE STUDIES
Chapter 1: Scientific advice, policy formation and early childhood education and care (ECEC) in the European Union (EU): the intersection of research, policy and practice – Nora Milotay
Chapter 2: Early Childhood Policies in India: A Historical Analysis – Venita Kaul and Shipra Sharma
Chapter 3: An incomplete revolution? Changes and challenges within German early childhood education and care policy – Birgit Riedel and Nicole Klinkhammer
Chapter 4: A Danish perspective on issues in early childhood education and care policy – Jytte Juul Jensen
Chapter 5: The relationship between early childhood and primary education in France and Sweden: a policy focus – Yoshie Kaga
Chapter 6: Early childhood policy in East Asia and the Asia Pacific region, with reference to Myanmar – Lynn Ang
Chapter 7: Implementing Free Early Childhood Education in a Completely Privatized Market: A Case Study of Hong Kong – Hui Li and Jingying Wang
Chapter 8: US Early Childhood Policy: Towards a More Coherent Early Childhood Policy in the US – Jacqueline Jones
Chapter 9: Documenting early childhood policy in Aotearoa New Zealand: Political and personal stories – Helen May
Chapter 10: Chinese Early Childhood Policy – Jennifer Chen
Chapter 11: Highlights and shadows in ECEC policy in Latin America and the Caribbean – Cynthia Adlerstein & Marcela Pardo
PART 2: EQUITABLE EARLY CHILDHOOD SERVICES: INTERVENTION TO IMPROVE CHILDREN’S LIFE CHANCES
Chapter 12: Equitable early childhood services: intervention to improve children’s life chances, South Africa – Teresa T. Harris & Nkidi C. Phatudi
Chapter 13: Scaling-up early learning as a sustainable development priority: A case study of Ethiopia – Martin Woodhead, Jack Rossiter, Andrew Dawes and Alula Pankhurst
Chapter 14: Doing More with Less: Innovations in Early Childhood Development from Low-Resource Contexts – Michelle J. Neuman
Chapter 15: What place for ‘care’ in early childhood policy? – Peter Moss
Chapter 16: Early childhood education and care: poverty and access. Perspectives from England – Eva Lloyd
Chapter 17: School Readiness – Christopher P. Brown
Chapter 18: Educare: A Model for US Early Childhood Services – Diane Horm, Noreen Yazejian, Portia Kennel, and Cynthia D. Stringfellow Jackson
PART 3: EXTENDING PRACTICE: THE ROLE OF EARLY CHILDHOOD SERVICES IN FAMILY SUPPORT
Chapter 19: A Childcare Social Enterprise The London Early Years Foundation Model – June O’Sullivan
Chapter 20: Supporting young HIV-AIDS survivors in family households in rural South Africa, the Isibindi Model – Merle Allsopp, Hloniphile Dlamini, Lucky Jacobs, Seeng Mamabolo & Leon Fulcher
Chapter 21: Children in care in early childhood – Sonia Jackson and Katie Hollingworth
Chapter 22: Community based family support: lessons from Sure Start – Naomi Eisenstadt
Chapter 23: The Role of the Health Sector in Promoting Well-being in Early Childhood – Mary Young
PART 4: PARTICIPATION, RIGHTS AND DIVERSITY
Chapter 24: Supporting (super)diversity in early childhood settings – Michel Vandenbroeck
Chapter 25: Challenges of Practicing Democracy in Polish Preschools – Katarzyna Gawlicz
Chapter 26: Te Kohanga Reo: early childhood education and the politics of language and cultural maintenance – Mere Skerrett
Chapter 27: Children’s Rights and Early Childhood Education – Anne B. Smith
Chapter 28: The Lives of Refugee Children: A Korean Example – Emily Seulgi Lee and Shin Ji Kang
SECTION 5: FUTURE DIRECTIONS FOR EARLY CHILDHOOD POLICY
Chapter 29: Costs and Benefits of Early Childhood Education and Care – Steve Barnett and Milagros Nores
Chapter 30: Quality of early childhood education and care for children under three: Sound Foundations – Sandra Mathers and Katharina Ereky-Stevens
Chapter 31: The competent system or the intersection between research, policy making and practice – Jan Peeters and Brecht Peleman
Chapter 32: The privatization/marketization of ECEC debate: social versus neo liberal models – Christine Woodrow and Frances Press
Chapter 33: ISSA’s Quality Framework for Early Childhood Practices in Services for Children under Three Years Old – An invitation to policy dialogue for building integration and alignment in ECEC systems – Dawn Tankersley, Mihaela Ionescu and Zorica Trikic
Chapter 34: Role of research in ECD policy – Sharon Lynn Kagan, Rebecca E. Gomez, Jessica L. Roth
Chapter 35: The development of a united ECEC workforce in New Zealand and England: a long, slow and fitful journey – Claire Cameron, Carmen Dalli and Antonia Simon
Chapter 36: Conclusion – Carmen Dalli, Nancy Barbour, Claire Cameron and Linda Miller
Sobre el autor
Claire Cameron is Reader in Education at the Thomas Coram Research Unit, Institute of Education, University of London, UK. She has carried out research on children and young people, children′s services and the children′s workforce for over 20 years, with a particular interest in young people in institutional and marginalised circumstances and in care and education, and the interface between the two. She has a long-standing interest in European comparative research and was coordinator of the Young People from a Public Care Background: Pathways to Education in Europe (Yi PPEE) study, funded by the European Commission′s Framework Programme 7. Her interests also span the European professional of social pedagogy and what this may have to offer to professional practice with children and young people in the United Kingdom.
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