The third way: the renewal of social democracy

1. What this book is about 2. Theoretical perspectives: modernity and postmodernity, power and ethics 3. Constructing early childhood institution: what do we think it is? 4. Constructing the early childhood institution: what do we think they are for? 5. Beyond the discourse of quality to the discourse of meaning making 6. The Stockholm project: constructing a pedagogy that speaks in the voice of the child, the pedagogue and the parent 7. Pedagogical documentation: a practice for reflection and democracy 8. Minority directions in the majority world: threats and possibilities

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Beyond quality in early childhood education and care : postmodern perspectives

The provision of quality early childhood education and care (ECEC) has remained firmly on government agendas in recent years. Public awareness of gaps in provision and of insufficient quality in services has moved the issue of child care and after-school care onto electoral agendas in many countries. There is a growing recognition that early access to ECEC provides young children, particularly from low-income and second-language groups, with a good start in life.

Starting Strong II. Early Childhood Education and Care

Southern Theory: The Global Dynamics of Knowledge in Social Science

Será que a desigualdade de rendimentos aumentou durante os últimos tempos? Quem ganhou e quem perdeu neste processo? Este processo afectou todos os países da OCDE uniformemente? Em que medida é que maiores desigualdades de rendimentos são a consequência de maiores diferenças nos rendimentos dos trabalhadores e até que ponto são afectados por outros factores? Finalmente, como é que a redistribuição governamental através do sistema de benefícios fiscais afecta estas tendências?

Book Review: OECD, Growing Unequal? Income Distribution and Poverty in OECD Countries:

This article considers the contribution of memoir as a method for understanding complex early childhood issues. It recounts the author’s first visit to Tanzania, a low-income country with a chequer...

https://journals.sagepub.com/doi/pdf/10.1177/1463949117692273

Memoir of Tanzania: Learning about early childhood projects in developing countries:

This article describes the background to subgoal SDG 4.2. It suggests that as with the SDG process more generally, the goal is a compromise and does not address the critical issue of inequality, The implementation of the goal is dependent on charitable interventions, and likely to be undertaken, if at all, through the processes of tendering with private individuals and companies. Efficacy is measured through globally developed criteria, heavily reliant on USA sources, with little attention to context.

Patronage, welfare, tenders, private consultancies, and expert measurement: The example of SDG 4.2:

Raw and emerging childcare markets

Students on the Early Childhood Studies degree programme at the University of East London were asked to reflect on their childhood memories and how these have shaped their understandings of early childhood and practices with young children. Students’ rich and varied accounts reflect the diversity of largely non-traditional students from countries on every continent. Recurrent themes persist, but what remains constant is that memories are inescapably grounded in the sociocultural contexts of the times and places in which students grew up; a world away from traditional, reductionist ‘ages and stages’ or milestones. Drawing on Rogoff, differences and cultural influences, in the UK and elsewhere, on childhood and practice are worth exploring in developing many possible interpretations of the requirements of working with children and families. Inter-disciplinary conversations may help to identify and unpick complex relationships between childhood memories and every day work with young children, in the various ...

Remembering childhood Do our memories and experiences influence our understanding of early childhood and our practice with young children

This paper analyses the diverse services currently available for children under five in the UK, and considers the nature of the demand for them. It recounts the initiative made by Strathclyde Region to co‐ordinate and integrate pre‐five provision, administratively and at a service level. It then considers the efforts of other local authorities to integrate administratively and looks at some of the complexities of attempting to do so at a service level.

Helen Penn

Papers

Memoir of Tanzania: Learning about early childhood projects in developing countries:

Patronage, welfare, tenders, private consultancies, and expert measurement: The example of SDG 4.2:

Raw and emerging childcare markets

Remembering childhood Do our memories and experiences influence our understanding of early childhood and our practice with young children

Development of integrated provision for pre‐fives in the UK