Showing papers in "International Journal of Research in 2005"

Governance of early childhood education and care : Recent developments in OECD countries

Abstract: Since the 1990s, many OECD countries have expanded their early childhood services and developed more coherent and coordinated policies. Through this process, countries have adopted very different approaches to governing their early childhood systems. Drawing from findings of a 12‐country comparative study, this article explores cross‐national approaches to the governance of early childhood systems, as well as some possible implications for future policy development. The article discusses the roles of the national government, the local authorities, the private sector and other stakeholders, such as teachers and parents, in making key decisions about how the system operates in different countries. The article calls for empirical research on the effects of governance on the nature of policies and programmes for young children and their families in different nations.

'They do it anyway': a study of Primary 1 teachers' perceptions of children's transition into primary education

Abstract: Almost all 3- and 4-year-olds in Scotland now experience some form of pre-school provision prior to school entry. Given such high rates of participation, the impact of pre-school experiences on children's readiness for primary school has become an important issue for those involved in the early stages of compulsory schooling. Teachers in early years classes need to be aware of the experiences and achievements of individual children in their pre-school setting to enable each child to transfer into mainstream education with the least amount of disruption to their learning. This study was carried out in one small Scottish local authority and explored the perceptions of early years teachers, from a diverse range of primary schools, of what information is important for them as children start school. This article presents the perspectives of Primary 1 teachers on children's readiness for schooling. It reports the factors, which these teachers identified as having an impact on successful transition from the pre-school setting into the primary school.

"The Funeral": A Study of Children's Shared Meaning-Making and Its Developmental Significance.

Abstract: This article argues the need to examine communication in joint play situations rather than individual assessments in solitary play situations when childrens development is focused. Informed ...

Starting school in Australia is 'a bit safer, a lot easier and more relaxing' : issues for families and children from culturally and linguistically diverse backgrounds

Abstract: The project described in this paper investigated the needs and concerns identified by parents from culturally and linguistically diverse backgrounds as their children started school in Sydney, Australia. Six groups of parents from Arabic, Bengali, Chinese, Samoan, Turkish and Vietnamese language backgrounds were interviewed about what was important for them to know and/or do as their children started school. In particular, parents were asked to identify information which would have been helpful for them, and that should be available to parents with children starting school. The data obtained were compared with data derived from Australian parents whose first language is English. The results indicate that there are some issues which seem to be of concern to most parents, regardless of their cultural or language background, such as parents' desire for children to be happy and confident at school, as well as some more specific issues for some groups.

Creativity and the Young Child.

Abstract: There is a Chinese proverb which tells us that a child is like a piece of paper: everyone who touches it leaves a mark, so we should make sure those marks are positive. The issue I would like to raise concerns providing for, recognising and celebrating creativity in children’s play. It involves challenging the set of ideas about education, which have become generally accepted and yet seem to be built upon sand rather than rocks. They have developed over time and have influenced the thinking of some of the philosophers and educators who have provided us with our educational foundations. Consequently they have been accepted as important and valid. I refer to the view that children’s intellectual development mirrors their physical development, that, in the early stages those who work with children are merely setting the scene and preparing the ground.