Early Childhood Policies and Systems in Eight Countries : Findings from IEA's Early Childhood Education Study / by Tony Bertram, Chris Pascal.

By: Bertram, Tony [author.]Contributor(s): Pascal, Chris [author.]Material type: Text

TextPublisher: Cham : Springer International Publishing : Imprint: Springer, 2016Edition: 1st ed. 2016Description: 1 online resource (XII, 194 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9783319398471Subject(s): Assessment | Child development | Comparative education | Education and state | Educational policy | International education | Early Childhood Education | Assessment, Testing and Evaluation | Educational Policy and Politics | International and Comparative EducationAdditional physical formats: Printed edition:: No title; Printed edition:: No titleDDC classification: 372.21 LOC classification: LB1139 | . B46Online resources: Click here to access online

Contents:

1. Summary of Key Findings -- 2. Introduction -- 3. Overview of the Structures of the Early Childhood Education and Care Systems in the Participating Countries.-4. Public Policy -- 5. Delivery Models and Providers -- 6. Participation and Enrollment -- 7. Supporting Quality in ECE -- 8. Expectations for Child Outcomes, Assessment and Reporting -- 9. Individual Country Profiles -- 10. Final Reflections: Emerging Policy Issues -- References -- Appendices.

Summary: This report provides an overview of policy strategies on early childhood education settings (from birth to primary schooling) in eight countries. Data were collected using a policy questionnaire addressed to and completed by the National Research Coordinator(s) (NRC) of Chile, the Czech Republic, Denmark, Estonia, Italy, Poland, the Russian Federation and the United States. The countries that participated provide interesting illustrations of early childhood education policy in action in a range of diverse contexts. Analysis of the systemic and structural results of ECE policy at national and, where necessary, subnational levels, enables transnational comparisons in policy and systems. Key policy changes, both underway and planned, are documented. These data reveal key findings in each of the five policy areas as covered in the questionnaire and this report: public policy; delivery models and providers; participation and enrollment; quality assurance systems; and expectations for child outcomes. In particular, the study aims to provide meaningful information for countries, states and jurisdictions across the world in relation to early childhood education, mapping the systems, structures and user pathways in place, along with the perceptions of stakeholders about the system, its functioning and impact. This comprehensive assessment of the wider policy contexts and settings for early childhood education includes teacher/practitioner qualifications, pedagogy approaches, and opportunities for professional development. Such information will enable countries to review their early childhood education systems in an international context.

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Item type	Current library	Collection	Call number	Copy number	Status	Notes	Date due	Barcode
AAMUSTED Books	AAMUSTED-NASKA II Library, MAMPONG Lending Book Shelf	Non-fiction	LB1139. B46 2016 (Browse shelf(Opens below))	C1	Available	Kindly handle our books with care. Thank you!		0000000005696
AAMUSTED Books	AAMUSTED-NASKA II Library, MAMPONG Reference	Non-fiction	LB1139. B46 2016 (Browse shelf(Opens below))	C2	Available (Restricted Access)	Please! Handle our books with care!.		0000000001771

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This report provides an overview of policy strategies on early childhood education settings (from birth to primary schooling) in eight countries. Data were collected using a policy questionnaire addressed to and completed by the National Research Coordinator(s) (NRC) of Chile, the Czech Republic, Denmark, Estonia, Italy, Poland, the Russian Federation and the United States. The countries that participated provide interesting illustrations of early childhood education policy in action in a range of diverse contexts. Analysis of the systemic and structural results of ECE policy at national and, where necessary, subnational levels, enables transnational comparisons in policy and systems. Key policy changes, both underway and planned, are documented. These data reveal key findings in each of the five policy areas as covered in the questionnaire and this report: public policy; delivery models and providers; participation and enrollment; quality assurance systems; and expectations for child outcomes. In particular, the study aims to provide meaningful information for countries, states and jurisdictions across the world in relation to early childhood education, mapping the systems, structures and user pathways in place, along with the perceptions of stakeholders about the system, its functioning and impact. This comprehensive assessment of the wider policy contexts and settings for early childhood education includes teacher/practitioner qualifications, pedagogy approaches, and opportunities for professional development. Such information will enable countries to review their early childhood education systems in an international context.