Quality in Early Childhood Education and Care: A cultural context

Rosenthal, Miriam K.

doi:10.1080/13502930385209191

Cited by 38 publications

(33 citation statements)

References 31 publications

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“…Although the data were collected from two different states -New York and Virginiaduring the third phase, the group sizes remained consistent regardless of the differences among the states concerning the childcare regulations. Parents and teachers in the American individual culture (Rosenthal 2003;Tobin, Wu & Davidson 1989;Triandis 1994) appreciate teachers working one-on-one with the children (Bredekamp & Rosegrant 1992). In Russia, which in contrast has been traditionally considered a collectivist society (Rosenthal 2003;Triandis 1994), the groups are bigger.…”

Section: Discussionmentioning

confidence: 99%

“…Parents and teachers in the American individual culture (Rosenthal 2003;Tobin, Wu & Davidson 1989;Triandis 1994) appreciate teachers working one-on-one with the children (Bredekamp & Rosegrant 1992). In Russia, which in contrast has been traditionally considered a collectivist society (Rosenthal 2003;Triandis 1994), the groups are bigger. According to research (Gradskova 2010;Ispa 2002), Russian ECE culture has traditionally emphasised teachers' authoritarian role, and children have been expected to show good behaviour and a great amount of self-control.…”

Section: Discussionmentioning

confidence: 99%

“…The results of the study demonstrate that the perceptions of formal educational institutions remained largely unchanged, although the societies around them changed. Rosenthal (2003) argues that goal definitions in ECE reflect the roots of childhood and the roots of early education. In Finland, as well as in other Nordic countries, ECE is strongly rooted in social service (Einarsdottir 2003;FolkeFichtelius 2004) and the support of children's social development is therefore emphasised.…”

Section: Discussionmentioning

confidence: 99%

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Parents’ and teachers’ perspectives on changes in childcare quality in the United States, Russia and Finland

Hujala

Vlasov

Szécsi

2017

SAJCE

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<p>This article reports on the findings of a follow-up study, which examined parents’ and teachers’ perspectives regarding the quality of childcare for 3- to 5-year-old children in the United States, Russia and Finland between 1991 and 2011. The study aims to address a gap in early childhood education (ECE) research by examining how the quality of ECE has changed in international settings over the past decades, thus expanding comprehension of the diversity within the ECE phenomena and its culture-specific nature. With a focus on the quality of ECE, this study examines the parents’ and teachers’ perspectives on key elements of the implementation of ECE in childcare centres: programme structure, curriculum goals, the role of parents and teachers as partners in children’s lives, as well as children’s satisfaction with their childcare. The results indicate that there have been differences in ECE quality between the studied societies both in structural aspects as well as in process and effect factors in all data collection cohorts. It seems that ECE quality and the changes within it may be connected to ECE policy based on the societal values. The results suggest that to understand ECE and its pedagogy, one has to be aware of the value-laden cultural contexts in a society</p>

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Parents’ and teachers’ perspectives on changes in childcare quality in the United States, Russia and Finland

Hujala

Vlasov

Szécsi

2017

SAJCE

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“…The focus on qualification levels reflects debates on the quality of early years services being constructed by modernist frameworks favouring measurable features which can be correlated with culturally desirable child outcomes (Rosenthal 2003;Dahlberg, Moss, and Pence 2013), although, not surprisingly, countries vary in the standards that they require of the ECEC workforce. Post-structuralist approaches critique prevailing modernist assessments of quality for their failure to capture the complexity of working with young children (Urban 2008;Dahlberg, Moss, and Pence 2013;Campbell-Barr and Leeson, forthcoming).…”

Section: Qualifications In the Early Years Sectormentioning

confidence: 99%

Attitudes and the early years workforce

Georgeson

Campbell‐Barr

2015

Early Years

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EDITORIALAttitudes and the early years workforce Introduction Our motivation in putting out a call for papers for this special issue came from working with colleagues from UK, Italy and Hungary on a small research project involving our own higher education institutions, in which we compared staff and students' perceptions of the attitudes needed to work with young children (Georgeson et al. 2015;Campbell Barr, Georgeson, and Varga, forthcoming). This project had been prompted by an interest in the role of workforce development and the European Reference Framework on Key Competences for Lifelong Learning, which defines competences as 'a combination of knowledge, skills and attitudes appropriate to the context' (European Commission 2007, 3). These three aspects of competences are also well established in the research literature on teacher education (for example Collinson, Killeavy, and Stephenson 1999;Darling-Hammond 2005). They appear under headings such as content knowledge, pedagogical skill and appropriate dispositions and attitudes, and frequently form the basis of teachers' professional standards and associated qualifications.We began to notice some fluidity in the use of the terms 'disposition' and 'attitude' to refer to individual characteristics, both in our own data and in policy and research. Often these two terms appear together as 'dispositions and attitudes' and are not distinguished from each other; instead they tend to be used as a sort of useful basket of general mental qualities that teacher/practitioners might need in their work, alongside knowledge and skills. In those cases where the two words are explicitly defined, there is a tendency to use them to represent different levels of mental orientation. Definitions of 'disposition' often refer to a broader more enduring tendency to behave in a particular way when responding in a variety of situations (for example -a nervous disposition would be associated with showing nervousness in differing contexts over time). Definitions of 'attitude' on the other hand often refer to elements of a system of beliefs about ideas, things and people in the world that have different components (emotional, motivational, intellectual and evaluative) and are differentially open to change. Lilian Katz, in the course of her work on the importance of the development of positive dispositions to learning in early childhood education, offers helpful definitions of both dispositions and attitudes that highlight the breadth and stability of dispositions and the directionality and specificity of attitudes:

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“…As Rosenthal (2003) and Woodhead (1999) have suggested, a valuable starting point in acknowledgement of pluralistic notions of quality is provision of support for individual countries, where appropriate, in articulating unique educational goals and practices. Such efforts do exist: Miyahara & Meyers (2008) report on a global, UNICEF-sponsored initiative ('Going Global') to support countries in developing localised learning and development standards for young children's education, through a process of community-wide consultation (Kagan & Britto, 2005).…”

Section: Conclusion and Ways Forward: Avoiding Recolonisationmentioning

confidence: 99%

Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

Pearson

2011

Contemporary Issues in Early Childhood

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This article seeks to draw attention to ways in which culturally based values and practices can and should influence implementation of globalised approaches to early childhood education and care across diverse contexts. Recent discussions have drawn attention to complexities associated with assimilation of globalised notions across diverse cultural contexts. This article is situated within such discussions, highlighting patterns of differentiation in the spread of globalisation across aspects of policy and practice. The article's position is that wider promotion of such patterns, as processes through which local values might mediate the impact of globalisation on early childhood services, will support avoidance of global 'recolonisation' of policy and practice. To illustrate, the article draws on examples from Hong Kong, where wide-ranging educational reforms were implemented following withdrawal of the British colonial government in 1997. A range of mixed responses to the reforms has prompted valuable discussions around challenges associated with framing educational development around globalised ideals. These responses are taken as a basis from which to suggest that, while governments across the globe may share a commitment to key goals for early childhood, local values can and should inform approaches to achieving such goals at the level of everyday practice.

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Quality in Early Childhood Education and Care: A cultural context

Cited by 38 publications

References 31 publications

Parents’ and teachers’ perspectives on changes in childcare quality in the United States, Russia and Finland

Parents’ and teachers’ perspectives on changes in childcare quality in the United States, Russia and Finland

Attitudes and the early years workforce

Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

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