Global to local perspectives of early childhood education and care

Campbell‐Barr, Verity; Bogatić, Katarina

doi:10.1080/03004430.2017.1342436

Cited by 33 publications

(13 citation statements)

References 32 publications

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“…Prvá správa Starting Strong (OECD, 2001) sa "snažila prezentovať kultúrne senzitívnu analýzu služieb vzdelávania a starostlivosti v ranom detstve v rozličných krajinách OECD" (Campbell-Barr & Bogatić, 2017, s. 1463. Ako dopĺňa Moss a kol.…”

Section: Oecdunclassified

Vývoj globálneho diskurzu vzdelávacej politiky a nové sociálne funkcie predškolského vzdelávania

Kaščák¹

2021

Orbis Scholae

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Štúdia sa zaoberá spôsobmi globálnej správy vzdelávania a súčasnými mechanizmami nadnárodného ovplyvňovania vzdelávacích systémov a to najmä s dôrazom na vzdelávanie a starostlivosť v ranom detstve (VSRD). Cez diachrónnu analýzu diskurzu kľúčových dokumentov OECD a EU ďalej objasňuje novú politickú konceptualizáciu VSRD a aj sektora raného vzdelávania ako takého. Táto nová konceptualizácia, založená na prospektívnom a ekonomizujúcom vnímaní formovania v ranom detstve, je v špecifických národných kontextoch uplatňovaná prostredníctvom rôznorodých reformných mechanizmov a procesov. Tieto mechanizmy sú opísané na príklade aktuálneho vývoja na Slovensku a v Nemecku. Štúdia pre sektor VSRD potvrdzuje platnosť tzv. konvergenčnej hypotézy a to aj napriek diverzite tradícií VSRD v Európe.

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Section: Oecdunclassified

Vývoj globálneho diskurzu vzdelávacej politiky a nové sociálne funkcie predškolského vzdelávania

Kaščák¹

2021

Orbis Scholae

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“…While the early childhood sector is thus marked by a rising global interest and a continuous exchange of ideas and policies (Campbell-Barr and Bogatić, 2017), these conspicuous differences in training regimes raise important questions as to their preconditions. Building on the research presented above and its associated analytical discussions, we will provide an analysis of the historical processes underlying the systematic differences in this sector.…”

Section: State Of the Researchmentioning

confidence: 99%

“…Early childhood education and care (ECEC) is a global phenomenon with a shared transnational history (Campbell-Barr and Bogatić, 2017), which has received increasing policy attention at national and international levels since the 1990s. The latter includes attempts by the International Association for the Evaluation of Educational Achievement (IEA), Eurofound and the OECD to map the scale of international development in the field and to stimulate improvements in the provision and quality of ECEC (OECD, 2001(OECD, , 2017Peeters et al, 2015;Pascal and Bertram, 2016).…”

Section: Introductionmentioning

confidence: 99%

Why do training regimes for early childhood professionals differ? Sweden and Switzerland compared

Geiss

Westberg

2020

European Educational Research Journal

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In Europe, there are many different ways in which early childhood education and care professionals are trained. This article investigates how these different forms came into being. Comparing two small, prosperous European countries, Sweden and Switzerland, we analyse the developments in training regimes for early childhood professionals since the 19th century using a historical institutionalism approach. We focus on corporate actors and the institutionalization of educational structures and identify critical junctures and path dependencies. Although both countries developed a comparable diversity of training opportunities in the 19th century and early 20th century, developments since the 1950s have diverged widely. While Sweden is developing a uniform, fully academicized training structure, the Swiss case exhibits no such uniformity but is characterized by continuity and incremental change. The article traces the role played by central governments, private associations and educational reform in the development of the training of preschool personnel.

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“…Five decades of scientific research have documented this area of study by exploring the characteristics of and variations in teacher language, demonstrating a consistent link with quality of teaching practice (Kalinowski et al, 2020) and a wide-ranging impact on students' cognitive processes, as teacher language strengthens, for example, abstract thinking, the production of new vocabulary and preferences for certain words (McNally et al, 2019). Early childhood education has not been left behind by these trends (Campbell-Barr & Bogatić, 2017), which shows that for early childhood educators, it is essential to acquire verbal skills that go beyond the mere command of non-academic language common to their immediate social environment.…”

Section: Introductionmentioning

confidence: 99%

Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors

Dulcic

Peña

Orellana

2021

REDIE

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This article presents a quantitative characterization of the language of early childhood educators, with the goal of identifying their lexical preferences and typical uses in the socio-affective domain. In this cross-sectional, descriptive study, 20 participants were selected by convenience sampling and provided continuous audio recordings, which were transcribed and categorized using LIWC2015 software. The findings show that the greatest lexical densities are associated with the categories “cognitive processes”, “relativity”, “social processes”, “affective processes”, and “perceptual processes”, and a number of subcategories like “motion” and “positive emotion”. Lower densities were found in “anxiety”, “sadness”, health”, “religion”, and “death”. Furthermore, two commonly used clusters were identified: one centered on words with an emotional connotation, and another centered on words with a social connotation. Lastly, the categories “body”, “health”, “motion”, “ingestion”, “causation”, “exclusion”, and “sexual” are good predictors of socio-affective word production. Our findings suggest a distinctive and prominent use of a number of semantic categories associated with the socio-affective domain. Future research directions and their potential to contribute to formative processes in early childhood education are also discussed.

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Global to local perspectives of early childhood education and care

Cited by 33 publications

References 32 publications

Vývoj globálneho diskurzu vzdelávacej politiky a nové sociálne funkcie predškolského vzdelávania

Vývoj globálneho diskurzu vzdelávacej politiky a nové sociálne funkcie predškolského vzdelávania

Why do training regimes for early childhood professionals differ? Sweden and Switzerland compared

Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors

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