The third volume in the Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives miniseries focuses on research highlights and policy aspects of early childhood education and care from 22 different countries around the world.
This volume provides a platform for authors to discuss and debate the implications of research findings on current practices that reflect policies of each country. The research presented spans from challenges in teacher training to case studies of family practices around early child development to problematise the key components of teacher education and family practices that impact young children’s education and care. By problematising the key issues, chapter authors discuss the shifting paradigm of early childhood education and the importance of future research in informing these changes.
Offering key policy and practice insights across 19 different countries, this book is a must-read for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood within an international perspective.
List of contributors
List of figures
List of tables
1. Introduction to policification of early childhood education (Susanne Garvis and Sivanes Phillipson)
2. Facebook mentoring of beginning teachers: Implications for ECEC teacher training in Australia (Sharryn Clarke & Sivanes Phillipson)
3. Citizen engagement in childcare policy: Examining childcare problematisations in Canadian newspaper articles from 2008 to 2015 (Brooke Richardson & Rachel Langford)
4. Current research on early childhood education in Chile: The quality of the services and early literacy (Rodrigo A. Cárcamo & Alicia A. Garcia)
5. From caring to learning: The transformation of Danish day care institutions in the twenty-first century (Sine Penthin Grumløse)
6. Early childhood education policy, teachers’ professionalism and family practices in Estonia (Tiina Peterson, Tiia Õun & Aino Ugaste)
7. Playing to learn in Finland: Early childhood curricular and operational contexts (Jonna Kangas, Heidi Harju-Luukkainen, Annu Brotherus, Arniika Kuusisto & Liam Gearon)
8. Beyond transformations and transnational reform movements in educational policy and practice: ‘Culture’ as a framework for critical reflections (Dagmar Kasüschke & Stefan Faas)
9. Early childhood teacher education in Greece: Challenges and opportunities in centralised education system (Maria Birbili & Melpomeni Tsitouridou)
10. The policification and post-colonisation of early childhood in Iceland (Kristín Dýrfjörð)
11. Unlocking the pandora’s box: Rethinking the cost, quality, and outcomes of ECEC systems in Korea (Sojung Seo)
12. Aotearoa/ New Zealand early childhood education: Moving forward with intention (Gaye Tyler-Merrick, Sue Cherrington, Tara McLaughlin, Claire McLachlan, Karyn Aspden & Joanna Phillips)
13. Contested quality: The struggle over quality, play and pre-schooling in Norwegian ECEC (Svein Erik Tuastad, Elisabeth Bjørnestad & Marit Alvestad)
14. Pre-school quality research in Russia: Assessment for improving the quality (Igor Shiyan, Olga Shiyan, Aleksander Veraksa & Nikolay Veraksa)
15. Early childhood workforce in Serbia as a policy issue (Tijana Bogovac & Lidija Miškeljin)
16. In-service early childhood teachers’ perceptions of professionalism and professionalisation in Singapore: Shifting sands in a political and policy landscape (Hilary Monk & Sivanes Phillipson)
17. Critical aspects for the preschool quality in Sweden (Sonja Sheridan, Susanne Garvis, Pia Williams and Elisabeth Mellgren)
18. Turning the tide of ECEC in Taiwan (Yi-Hui Lin, Yvonne Yu-Feng Liu)
19. Early childhood education in the Netherlands: Parental engagement as a policy view (Elisabeth Duursma)
20. A critical review of early childhood education and social policies in Turkey (Şenil Ünlü Çetin)
21. Policy and Childhood: Making sense of systems (Sivanes Phillipson and Susanne Garvis)
This series focuses on issues, challenges and empirical best practices surrounding evolving families that impact upon their survival, development and outcomes. The aim of this series is twofold: (1) to showcase the diversity of evolving families and the multiple factors that make up the function of families and their evolution across time, systems and cultures; (2) to build on preventative, interventionist, engagement and recovery methods for the promotion of healthy and successful evolving families across generations, social and political contexts and cultures.
Each book in this series will present a coherent view of at least one theme of the evolving families with the intention to articulate meaningful empirical research that informs best practice in sustaining evolving families and their future. Possible themes can be around (but not limited to) cultural and racial backgrounds, disabilities, social and economic disadvantage, stress, inter-generational mobility, grief, transitions, internal and external conflicts, and policies affecting families. The books will also derive its contents from dialogues between researchers and practitioners and inspire further intellectual debate amongst its readers. All books in the series will address relevant research and practice from around the world, and whilst the books will be allowed to have their own unique feature, each will provide a comprehensive and stimulating introduction to the evolving families of this millennia.