Early Childhood Education And Care System Research Articles

Age of entry into early childhood education and care, literacy and reduction of educational inequality in Nordic countries

ABSTRACT An early start to good-quality early childhood education and care (ECEC) is considered beneficial, especially for disadvantaged children's development and educational outcomes. This assumption was tested using the latest two waves (2015 and 2018) of data from the Programme for International Student Assessment (PISA) in five countries using the Nordic model of early education and care: Denmark, Finland, Iceland, Norway, and Sweden. The article finds evidence of the overall positive association between the age of entry in ECEC and literacy at age 15 in all Nordic countries. However, the relationship is non-linear, and the highest benefits seem to occur following entry into ECEC from ages two to three. The link between family background and ECEC enrollment largely explains this association. We did not find that ECEC would generally compensate for low socioeconomic status (SES) in children’s achievement. However, the Matthew effect was observed in Norway, where an early ECEC start is more strongly associated with literacy scores for affluent children than disadvantaged children. These findings have limitations due to their correlational nature. Still, this article indicates that even in high-quality universal ECEC systems, early preschool education is not a panacea for lowering achievement gaps due to parental background.

Enrolling the child in private early childhood education and care in the context of universal service provision

ABSTRACT Finland has traditionally had a universal early childhood education and care (ECEC) system like the other Nordic countries, but in the last 15 years this system has undergone considerable marketisation and privatisation suggested to enable parental choice of ECEC. Much of the existing research on parental ECEC decisions has been conducted in contexts where ECEC systems differ considerably from the welfare and educational regimes of the Nordic countries. Moreover, parents’ views of private ECEC have scarcely been studied in the context of universal service provision. This study examined the frames the parents of a four-year-old child use to justify the selection of a private ECEC centre for their child. The data comprised qualitative interviews with eight Finnish parents. By applying discourse analytic tools, four frames were differentiated: accessibility, pedagogy, ECEC facilities and security. The findings demonstrated that while the accessibility of the services in terms of location and opening hours was the basis on which “choice” of ECEC was possible, the parents acted as active agents in the ECEC markets looking for services that would correspond to their values and perceptions of good childhood. The study raises the question of how well public policies and services can meet parents’ expectations and adjust to increasingly prevalent ideals of individualisation in society.

Neighborhood-based factors predicting attendance of early childhood education and care in a universal system: A case of Finland

ABSTRACT This study investigates neighborhood-based predictors of attending early childhood education and care (ECEC) in a universal ECEC system. We used child-specific data (N = 1409) from a parent survey conducted in 2019 in Finland combined with zip code data to examine the extent to which neighborhood urbanicity and socioeconomic status (SES) are associated with attendance of ECEC at the age of four. Using binomial logistic regression, we investigated attendance of formal ECEC services in general and center-based ECEC in particular. The results show that neighborhood urbanicity was associated with attendance of ECEC even when family-based variables were controlled. Neighborhood SES was associated with attendance of ECEC only when center-based ECEC was examined in particular. The results highlight the importance of recognizing local barriers to attending different kinds of ECEC services beyond family characteristics, including in universal ECEC systems.

Pockets of promise: exploring innovation and complexity of remote ECEC service delivery in Australia

IntroductionThe existing funding architectures for early childhood education and care (ECEC) services in Australia are incompatible with the needs of remote and First Nations communities. The Australian system relies on a market-based model for ECEC – characterized by demand-led funding mechanisms where funding flows to users to choose what service to use. This model is not viable or sustainable in remote and First Nations communities. In this paper, we ask what we can learn from alternative models of ECEC that serve remote, largely Indigenous communities.MethodsThis research is based on interviews with 10 key stakeholders. Potential participants were identified using three selection criteria which established their expertise in relation to: advocacy and experience in delivering ECEC services in remote locations (evident in relevant parliamentary reviews and inquiries), in-depth knowledge about First Nations perspectives about ECEC models, and broader understandings of the ECEC system in Australia. Three themes were explored in the interviews: (1) funding context (including impact of recent changes to Budget Based Funding, and role of philanthropy in the ECEC sector); (2) Quality and regulatory context (including workforce challenges and cultural considerations); and (3) Future research (including research gaps, opportunities, and considerations). The study design and analysis of data was guided by policy studies frameworks that advocate for collaboration and coordination among researchers and stakeholders in order to address complex problems.ResultsAnalysis of the interviews illuminated the complex structural and cultural elements shaping the design of, and access to, ECEC in remote communities. Stakeholders argued that the ECEC system should be universal in that it delivers services that meet the needs of young children and their families. This requires the development of a definition of ‘universality’ that enables communities to define their own ECEC needs and the types of services best suited to meet those needs. Stakeholders’ views about the importance of community-led design and delivery highlighted the need to align structural and cultural aspects of quality standards and workforce needs, and also to strengthen consultation with First Nations organisations to better understand community-specific solutions.DiscussionThe paper outlines the complexities and nuances of ECEC service delivery in remote communities. The findings are intended to foster discussion about current initiatives, challenges, and futures possibilities for ECEC in remote communities in Australia. These findings concur with other research that argues for community led service delivery and for stronger equity-based partnerships between First Nations and non-First Nations researchers and organizations.

Serving families who face economic and related adversities: the ‘5 As’ of effective ECEC service delivery

IntroductionFamilies with young children who face economic and related adversities are the most likely group to miss out on the advantages of regular sustained participation in high quality early childhood education and care. In Australia, there are an estimated 11% of children assessed by teachers to have two or more developmental vulnerabilities and many of these children are living in economically disadvantaged contexts. Government policy in Australia aspires to provide universal access to Early Childhood Education and Care (ECEC) services to support children’s outcomes and ensure workforce participation, but policy falls short of ensuring all families can take up high quality early childhood education and care. Government responses to the Covid crisis saw significant changes to the ECEC policy and funding mechanisms. It is timely therefore to reflect on the level of ‘competence’ in the Australian ECEC systems. Coined this term to refer to a system that is sustainable, inclusive, and effective for all families.MethodsUsing a Delphi methodology, we coalesced the insights of high-level stakeholders who have expertise in delivering services to families experiencing adversities and noted points of consensus and of divergence among these stakeholders. We have taken up the challenge of considering the Australian system from the point of view of families who typically find services hard to use.Results and ConclusionWe put forward a model that frames the characteristics of services that can inclusively engage with families - Approachable, Acceptable, Affordable, Accessible and Appropriate. We argue that more needs to be known about appropriateness and what effective pedagogy looks like on the ground for families and children.

PROFISSIONALIZAÇÃO DA EDUCAÇÃO INFANTIL: IMPLEMENTANDO UM SISTEMA INTEGRADO EM TEMPO DE REFORMAS NA ITÁLIA

ABSTRACT In Italy, the issue of initial preparation and continuing professional development (CPD) of early childhood education and care (ECEC) workforce has become a particularly contentious issue in the light of the recent reform on the institution of the integrated ECEC system from birth up to six years. The article will critically review the historical evolution of the two different university degrees for the professional preparation of early childhood educators and pre-school teachers and will reflect on its implications for ensuring pedagogical continuity across the 0-6 sector.

Assessing the quality of early childhood education and care in Australia: Challenges and opportunities

While access to quality education in early childhood is an international priority, the characteristics of quality continue to be debated. In the Australian context, differing views on the characteristics of quality may be a result of differing stakeholder priorities. Divergent notions of quality may lead to initiatives that emphasize educator practice and frame a dominant discourse that situates responsibility for enactment of quality at Early Childhood Education and Care (ECEC) service room level. Challenges arising from initiatives driving increased access to ECEC coinciding with workforce shortages are addressed. National longitudinal research is needed to determine the impact of participation in ECEC on child outcomes, as is ECEC quality assessment across regions and jurisdictions over time. Prior to this, stakeholder conversations are needed to achieve consensus on the characteristics of quality. This could lead to the development of an instrument for assessing quality that is systemically relevant and could inform evidence-based decision making by ECEC teachers and educators, primary caregivers, regulators, researchers and policy makers to distribute accountability for quality across the ECEC system.

Children at risk of social exclusion in the early and preschool education and care system

Children at risk of social exclusion (RSI) are more than average exposed to the risk of violation of their socio-emotional and psycho-physical integrity. The term includes children with challenging developmental and/or psychophysical status, exposed to inappropriate conditions in which they grew up, children in families of minority cultural identity. Exposure to RSI is associated with below-average educational outcomes, lower socio-emotional competencies, psychological difficulties, and antisocial/or addictive behaviours.Earlier studies found that 7 to 10% of preschool children are in RSI. Research in Croatia shows that 21.1% of preschool children are in one RSI, while 13.2% of children are in two or more RSI (http://morenec.ufzg.hr/). Children’s involvement in early childhood education and care (ECEC) stands out as an instrument for the prevention of educational poverty and one of the predictors of children’s well-being. Involvement alone is not enough, and the quality of the ECEC system and the process are more important indicators of well-being. Unfortunately, only 30% of ECEC institutions have a standardised child risk assessment procedure and organised support for children and families. Only 20% of ECEC teachers estimate that they are educated for (some) forms of support for children in RSI.

“With Fear in Our Bellies”: A Pan-Canadian Conversation With Early Childhood Educators

The highly gendered, classed, and racialized early childhood education and care (ECEC) workforce in Canada labours under exploitative conditions: low status and pay and lack of recognition. Early childhood educators have recently faced two additional contextual shifts that further complicate their daily work and practice: the COVID-19 pandemic and the Federal announcement of funding for a national universal childcare system. This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada. Qualitative data for this paper were derived from solicited photo collages and a video-taped webinar conversation with early childhood educators, responding to the following question: “What does it mean to be an early childhood educator at this moment?” Viewed through a critical lens, the findings elucidated four intersecting narratives: loss, sacrifice, adaptation, and hope. This paper contributes to ongoing discussions about the fluid and contextual nature of professionalism within ECEC. As we attempt to mobilize for transformative change and social action in the development of a competent ECEC system in Canada, it is imperative to provide space for the lived experiences, critical insights, and interwoven story lines offered by educators and children. Keywords: early childhood education, early childhood educators, professionalism, care, COVID-19

Comparing Mathematics Early Years Education in Spain, Portugal and Slovenia

This work aims to examine how the learning of mathematics in early childhood is developed in different policies, particularly within the processes of formal education and care in early years institutions. A comparative analysis of early mathematics education policies across countries must consider cultural differences, teaching practice, structural differences and institutional framework conditions, as well as the initial training and professional knowledge of teachers and educators. Extracted from the official country regulations, the following pages include some of the main characteristics of the national systems of early childhood education and care (ECEC) in Portugal, Slovenia and Spain, as well as a comparison of the ECEC guidelines concerning mathematics education between these three countries. There is an international consensus on an approach to early mathematics education inspired by realistic mathematics education (RME), i.e., on the importance of working mathematically in context, as well as on the idea of doing so through play, developing the language to communicate mathematical ideas. However, we found that these three aspects are reflected very differently in the official regulations of the three countries: while in Spain the development is very detailed and emphasizes the holistic approach and the role of mathematics in exploring the environment, the Portuguese curriculum emphasizes the role of mathematics as a form of language. The Slovenian curriculum, at last, focuses on the concepts and procedures associated with each mathematical sense. Furthermore, there are structural features concerning the regulation and type of ECEC system that have an influence in the implementation of the curriculum.

Diverstity and centrism in two contrasting early childhood education and care systems: Slovakia and Indonesia compared

Abstract National early childhood education and care (ECEC) systems have been shaped by external influences and have taken different forms in developed countries than in post-colonial countries. This study systematically compares and examines the autonomous elements in national ECEC systems and the countervailing homogenisation process in Slovakia and Indonesia -two countries located in a different hemisphere with different historical, cultural, and political backgrounds. The study shows new rhetoric triggering different tendencies. In Slovakia, the “competency” and “standards” turn led to steps to increase ECEC institutions’ autonomy and give them greater power to create tailor-made education programmes. While in Indonesia, the turn went in the opposite direction, reinforcing curriculum centralisation and increasing its regulatory functions regarding ECEC. This shift towards the same discourse, terminology and concepts does not automatically trigger processes that lead to a significant similarity and the convergence between ECEC systems due to their specific historical, cultural, and political contexts.

Leadership development and system building in early childhood education and care: current issues and recommendations

ABSTRACT Early childhood education and care (ECEC) aims to assist all young children and their families in meeting educational, developmental and behavioral outcomes to enhance their quality of life. However, in the United States (US), the field of ECEC lags behind in policies and practices to develop and sustain quality ECEC leadership. Although international initiatives in ECEC leadership have been growing, in the United States, effective leadership practices have been few, isolated and lacking rigor, resulting in a shortage of evidence-based policies and practices in ECEC. This theoretical paper discusses leadership development and system building in ECEC through an ecological framework elaborates on current issues in preparing effective leaders, and offers recommendations to develop a leadership structure for a high-quality ECEC system. The concepts underlying these recommendations can transform the current leadership situation and create well-integrated state and local coordination in leadership development and capacity building in ECEC in the United States.

Comparative studies of early childhood education and care: beyond methodological nationalism

ABSTRACT With early childhood inhabiting a firm position on policy agendas, an emerging global consensus acknowledges the need for research into early childhood education and care (ECEC) systems. However, standardised approaches to comparison dominate the field. These studies tend to be grounded in methodological nationalism, assuming nation states as the natural and necessary unit to study social phenomena. I argue the national unit is not sufficient to understand ECEC systems and that we need to consider subnational levels (district and local). Subnational approaches enable the reconstruction of the different actors and institutions at play in all levels of ECEC systems. This movement beyond methodological nationalism requires a shift towards integrated approaches and territorialised policy analysis. I illustrate my argument drawing on qualitative data from two subnational studies in Argentina. I discuss the conceptual and methodological implications for international comparison and comparative research in the early childhood field.

Access to and quality of early childhood education and care policies in Europe: can we look at both?

European policy is moving from emphasising the need for childcare towards establishing every child’s right to quality early childhood education and care (ECEC). In practice, access to ECEC remains the main priority and the only policy aspect where a specific target has been agreed. This paper argues for the need for clearer guidance to promote quality ECEC. It proposes a composite indicator to monitor ECEC system integration based on: integrated governance, bachelor’s degree for staff, educational guidance, and place guarantee. The analysis reveals a large variation regarding the degree of ECEC system integration in the European Union countries. During the last ten years, half of the EU Member States expanded children’s legal rights to access ECEC. Yet, significant reforms improving ECEC system integration were scarce.

Early childhood education and care in South America — a new curricular wave?

ABSTRACT In recent decades, a global consensus has emerged that acknowledges that Early Childhood Education and Care (ECEC) requires systemic, cross-sectoral approaches. In this context, integrated early childhood approaches are flourishing in South America. Although these policies have been successful in many aspects, ECEC provision in the region continues to be fragmented. In this exploratory article, we analyse the role of ECEC curricula in the conceptual integration of ECEC systems in South America. We focus on the ‘regulative intent’ of curriculum frameworks to explore the extent to which these policy instruments support systemic change. Our analysis draws on an extensive revision of documentary sources and interviews with key local informants in Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Paraguay, Peru and Uruguay. We reconstruct the institutional architecture of ECEC provision in each country and examine curricula against this background. Our findings highlight the emergence of a new curricular wave in the region that contributes to integrated approaches. Recent curriculum frameworks move away from sectoral intents and towards more comprehensive and cohesive regulative intents. We call for a reconceptualisation of ECEC curricula from a whole-systems perspective that supports the holistic nature of the education and care of young children.

Book Review of The Early Advantage: Early Childhood Systems That Lead by Example by Sharon Lynn Kagan (Ed.)

This review critiques Sharon Lynn Kagan’s The Early Advantage: Early Childhood Systems That Lead by Example (2018). Kagan posits that early childhood education and care (ECEC) systems throughout the world are complex and fragmented. Burgeoning neuroscientific research and shifting political ideologies acknowledge the economic and social value of investing in ECEC and beg re-examination of outdated narratives (Kagan 2018). Responding with a timely analysis, The Early Advantage details the results of a comparative international research project designed to analyze six strategically chosen jurisdictions with successful ECEC systems. A thorough account of each country’s structural, fiscal, and ideological components provides context for systemic challenges and triumphs. Kagan’s concluding synthesis connects ideas for the reader and reveals emerging narratives to guide ECEC leaders in moulding high-quality delivery systems that are equitable, efficient, and context specific.

Promoting culturally sensitive teacher agency in Chinese kindergarten teachers: an integrated learning approach

ABSTRACT As increasingly more Chinese kindergarten teachers attend continuing professional development (CPD) based on pedagogies of international early childhood education and care (ECEC), it is imperative to explore how to address the well-documented rhetoric/practice dissonance that teachers fail to enact what they learn from CPD to enhance their everyday practice. We used a CPD workshop based on English play-based pedagogy as an opportunity to collect first-hand data from Chinese kindergarten teachers through pre- and post-workshop questionnaires and semi-structured interviews at six-month follow-up, in order to shed light on characteristics of effective CPD provision. The findings suggest that CPD based on international ECEC pedagogies should endeavour to promote Chinese kindergarten teachers’ agency at both collective and individual levels by providing integrated learning that aims at enhancing capability and reflexivity in cultural integration, that is, to integrate international pedagogies with culturally acceptable practices under the regimes of cultural and sociopolitical norms in Chinese ECEC system. Characteristics of integrated learning are proposed. To promote culturally sensitive teacher agency in CPD for Chinese kindergarten teachers has profound implications on building a quality workforce in Chinese ECEC.

Selectivity of clientele in finnish private early childhood education and care

ABSTRACT In accordance with the Nordic welfare model, the Finnish early childhood education and care (ECEC) system has traditionally been based on public provision and the idea of universalism. However, over the last twenty years the ECEC system has undergone market-oriented reforms. As a result, the share of private for-profit ECEC provision has grown significantly. By applying impression management theory, this qualitative research examines how representatives of private ECEC providers describe the selection and selectivity of their clientele and how they aim at managing the impression they convey through their descriptions. The study shows how three different mechanisms of selectivity are produced and legitimized in the interview talk. Furthermore, the study makes visible the cultural assumptions and expectations related to private ECEC provision and the potential selectivity it produces.

Moroccan immigrant mothers’ experiences of Italian preschool institutions. A mixed-method study

ABSTRACT Being an immigrant mother demands both the redefinition of one’s identity as a woman and as a mother and a ‘double cultural mediation’ in children’s upbringing, between the culture of origin and that of the host country. Early Childhood Education and Care (ECEC) are key settings to supporting the wellbeing and the integration of immigrants. This contribution presents research conducted in Italy within the international ISOTIS project (www.isotis.org). Drawing on 114 structured interviews and 12 narrative-biographical interviews, this paper analyses how Moroccan mothers described their relationship with the ECEC system, teachers, and other parents. While survey data indicated that mothers who perceived discrimination were likely to participate less, the qualitative interviews showed that the ECEC settings were generally supportive and non-discriminatory. The ECEC services’ support resulted to be a turning point in the educational and social path of children and mothers themselves. The relationship with the teacher was depicted mostly as positive and meaningful, though the Italian parents’ network seemed harder to join, unveiling a segmented experience of social inclusion and exclusion between in and out of the school context. The findings may contribute to identifying factors facilitating or hindering immigrant parents’ full inclusion and participation in the community life.

“It seemed like if you chose sign language you were going to be punished”: A narrative case study of participant experiences with supporting a deaf child in Ontario early childhood education and care

ABSTRACT In Ontario, Canada, the movement toward inclusive education has led to a resource consultant model in early childhood education and care (ECEC). The purpose of this narrative case study was to analyze participant experiences involving a daycare setting previously attended by a young deaf child who benefits from American Sign Language (ASL). Semi-structured interviews were conducted with a community ASL instructor who was hired to provide services in a daycare, a parent of a young deaf child who attended this setting, and a child care resource consultant who worked with all participants. These interviews were used to construct a retrospective narrative of participant experiences in an Ontario ECEC setting. As study findings reveal, the current design of publicly funded early intervention sign language service to deaf children may sometimes be at odds with the ethos of an inclusive ECEC system.