International Journal of Child Care and Education Policy最新文献

Vietnam has an age-old history of education, and Vietnamese people have high respect for learning. However, early childhood education (ECE) in Vietnam has been the main concern only since 1945. This paper describes the process of establishment and development of ECE in Vietnam. Before and during the French colonial period in Vietnam, early childhood education was not considered a social task, and therefore, there was no formal educational system and curriculum for preschool children at this time. After 1945, with the great transformation of history, Vietnamese education has changed dramatically so that from 1945 to 1975 it was a period of political, social and educational separation. The historical events affect the education system and early childhood education in Vietnam. Consequently, the history of ECE in Vietnam is separated into two main phases, before and after 1975. Through the ups and downs of history, Vietnam has successfully built the ECE system. Over seven decades of development, ECE in Vietnam has made remarkable changes. The change comes not only from the expansion of the number of educational institutions, but also from the curriculum and pedagogy that are considered as the most important changes. Gradually escaping the influence of teacher-centered pedagogy, Vietnamese ECE is aiming to build a child-centered education, thereby helping learners to reach their full potential.

Vietnam has an age-old history of education, and Vietnamese people have high respect for learning. However, early childhood education (ECE) in Vietnam has been the main concern only since 1945. This paper describes the process of establishment and development of ECE in Vietnam. Before and during the French colonial period in Vietnam, early childhood education was not considered a social task, and therefore, there was no formal educational system and curriculum for preschool children at this time. After 1945, with the great transformation of history, Vietnamese education has changed dramatically so that from 1945 to 1975 it was a period of political, social and educational separation. The historical events affect the education system and early childhood education in Vietnam. Consequently, the history of ECE in Vietnam is separated into two main phases, before and after 1975. Through the ups and downs of history, Vietnam has successfully built the ECE system. Over seven decades of development, ECE in Vietnam has made remarkable changes. The change comes not only from the expansion of the number of educational institutions, but also from the curriculum and pedagogy that are considered as the most important changes. Gradually escaping the influence of teacher-centered pedagogy, Vietnamese ECE is aiming to build a child-centered education, thereby helping learners to reach their full potential.

The present study examined how in the context of the hybrid, privatized and marketized Dutch early education and care system (ECEC), childcare organizations respond to the public task of supporting inclusion and equity in an increasingly diverse society. Applying cluster analysis on the organizational characteristics of a nationally representative sample of 117 centers providing education and care for 0- to 4-year-old children, three types of organizations were identified that differed strongly on cultural inclusion and observed quality in the classroom. Socially engaged (for-profit and not-for-profit) professional organizations served proportionally more children from low-SES and immigrant families, provided higher quality to these children, and were culturally more inclusive than both market-orientated and traditional professional-bureaucratic organizations. The findings are discussed with regard to the question how hybrid ECEC systems can be governed to optimally serve the public goals of inclusion and equity.

The present study examined how in the context of the hybrid, privatized and marketized Dutch early education and care system (ECEC), childcare organizations respond to the public task of supporting inclusion and equity in an increasingly diverse society. Applying cluster analysis on the organizational characteristics of a nationally representative sample of 117 centers providing education and care for 0- to 4-year-old children, three types of organizations were identified that differed strongly on cultural inclusion and observed quality in the classroom. Socially engaged (for-profit and not-for-profit) professional organizations served proportionally more children from low-SES and immigrant families, provided higher quality to these children, and were culturally more inclusive than both market-orientated and traditional professional-bureaucratic organizations. The findings are discussed with regard to the question how hybrid ECEC systems can be governed to optimally serve the public goals of inclusion and equity.

This qualitative study investigated teachers' beliefs about the availability of play materials in the physical indoor environment of early childhood education and care (ECEC). The empirical data were gathered from fieldwork in eight child groups in ECEC institutions across Norway and comprised 13 semistructured interviews with teachers. The findings indicate a common ideological understanding among teachers that play materials should be available in children's play, enhancing play, learning, and development possibilities. However, many teachers described putting play materials out of children's reach during times of play. There are variations, but practical considerations often override pedagogical intentions when teachers plan and facilitate children's play. This study aims to enhance the indoor ECEC environment's quality by stimulating teachers' consciousness about play materials' availability, ensuring equal possibilities for children's play in ECEC. Implications for policy and practice are discussed.

This qualitative study investigated teachers' beliefs about the availability of play materials in the physical indoor environment of early childhood education and care (ECEC). The empirical data were gathered from fieldwork in eight child groups in ECEC institutions across Norway and comprised 13 semistructured interviews with teachers. The findings indicate a common ideological understanding among teachers that play materials should be available in children's play, enhancing play, learning, and development possibilities. However, many teachers described putting play materials out of children's reach during times of play. There are variations, but practical considerations often override pedagogical intentions when teachers plan and facilitate children's play. This study aims to enhance the indoor ECEC environment's quality by stimulating teachers' consciousness about play materials' availability, ensuring equal possibilities for children's play in ECEC. Implications for policy and practice are discussed.

Kindergarteners’ creative dispositions are not only affected by their individual characteristics, but also by the organizational creative climate of their kindergartens. Using the Hierarchical Linear Models (HLM), this study examined a correlation between a 5-year-old child’s variables (e.g. child’s creativity and their perceptions of creative classroom climate), teacher’s variables (e.g. the types of kindergarten, teacher’s perceptions of organizational creative climate, and teacher’s creative dispositions) and child’s creative dispositions. The study sample included a total number of 20 kindergarten teachers who teach 5-year-old children and a total number of 195 kindergarteners selected from 10 exemplary kindergartens (i.e. kindergartens recognized by the Ministry of Education in Korea for their outstanding curriculum) and 10 average kindergartens of similar size. The findings of the study are as follows. First, the levels of children’s creative thinking and their creative dispositions both were higher in the exemplary kindergartens than those in the average kindergartens. Furthermore, in terms of the levels of teachers’ creative dispositions and their perceptions of the organizational creative climate, teachers working in the exemplary kindergartens scored higher than those in the average kindergartens. Next, despite that no direct correlations existed between kindergarteners’ creative dispositions and teachers’ creative dispositions, kindergarteners’ creative dispositions were affected by the types of the kindergartens (e.g. the outstanding curriculum of the exemplary kindergartens) and teachers’ perceptions of organizational creative climate. In conclusion, this study indicates the significance of building an organizational creative climate of kindergartens not only for the children but for the teachers to foster children’s creative dispositions.