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Peer Reviewed JournalCurrent Filters: New in last year [remove]; Full Text:yes [remove]; Classification:Cross-National Comparisons [remove];
100 results found.|
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Adapting Western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschools A comparison of the amounts of both Eastern and Western cultural teaching practices in Chinese-language literacy instruction at 18 preschools in China, Hong Kong, and Singapore, all serving middle-class families |
Reports & Papers
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Affordable quality: New approaches to childcare An overview of child care policy and provision in the United Kingdom, with a discussion of lessons for the United Kingdom from child care policy reform in the Netherlands |
Other
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Appendix I: Literature review: Literature review of the participation of disadvantaged children and families in ECEC services in Europe A review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC) and on the relationship of ECEC participation to children's cognitive and socioemotional outcomes |
Literature Review
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Approaches to assessing the language and literacy skills of young dual language learners: A review of the research A summary of a review of the procedures used to assess the language and literacy development of young dual language learners, based on 80 studies from Canada and the United States |
Fact Sheets & Briefs
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Assessment tools for language and literacy development of young dual language learners (DLLs) A summary of a review of the reliability and validity of measures used to assess the language and literacy development of young dual language learners, based on 7 large-scale government studies and 30 research studies from Canada and the United States |
Fact Sheets & Briefs
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Breastfeeding support in child care: An international comparison of findings from Australia and the United States A comparison of breastfeeding support for mothers found at the child care settings of Adelaide, Australia and Wake County, North Carolina, based on a survey of several dozen centers in each locality |
Reports & Papers
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Case studies: Appendix II to the final report of the study Early childhood education and care (ECEC) in promoting educational attainment including social development of children from disadvantaged backgrounds and in fostering social inclusion An examination of early childhood education and care policy developments in England from 1997 through 2010, and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
Other
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Cash for childcare: Experiences from Finland, Norway and Sweden A comparison of policies in Finland, Norway, and Sweden that provide payments to families that do not enroll their children in public child care |
Other
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Childcare service expansion in Chile and Mexico: For women or children or both? A comparison of recent policies in Chile and Mexico to expand access to early childhood education and care services |
Other
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Childminders in the Netherlands An overview of the implications for family child care providers of child care policy reform in the Netherlands, with a discussion of lessons for England |
Fact Sheets & Briefs
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Childminding: Regulation and recognition An overview of regulations for family child care providers in Ireland, with a discussion of policy recommendations to increase regulation |
Fact Sheets & Briefs
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Claiming and framing in the making of care policies: The recognition and redistribution of care An examination of discourses associated with different approaches to care policies, and an interpretation of developments in child care policies in European countries in terms of these discourses |
Other
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Convergent care regimes?: Childcare arrangements in Australia, Canada, Finland and Sweden A discussion of public support for child care arrangements within and between two Nordic countries--Finland and Sweden, and two Anglo-Saxon countries--Australia and Canada, as a way to examine countries' responses to the marketization discourse--the increasing role of markets in relation to care services in the name of efficiency and choice, and the social investment discourse--which calls for public investment in child care to promote women's employment and early childhood development as an investment in the future |
Other
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The dilemma of cultural responsiveness and professionalization: Listening closer to immigrant teachers who teach children of recent immigrants Background/Context: Many scholars in the fields of teacher education, multicultural education, and bilingual education have argued that children of recent immigrants are best served in classrooms that have teachers who understand the cultural background and the home language of their students. Culturally knowledgeable and responsive teachers are important in early education and care settings that serve children from immigrant families. However, there is little research on immigrant teachers' cultural and professional knowledge or on their political access to curricular/pedagogical decision-making. Focus of Study: This study is part of the larger Children Crossing Borders (CCB) study: a comparative study of what practitioners and parents who are recent immigrants in multiple countries think should happen in early education settings. Here, we present an analysis of the teacher interviews that our team conducted in the United States and compare the perspectives of immigrant teachers with those of their nonimmigrant counterparts, specifically centering on the cultural expertise of immigrant teachers who work within their own immigrant community. Research Design: The research method used in the CCB project is a variation of the multivocal ethnographic research method used in the two Preschool in Three Cultures studies. We made videotapes of typical days in classrooms for 4-year-olds in early childhood education and care (ECEC) settings in five countries (England, France, Germany, Italy, and the United States) and then used these videos as cues for focus group interviews with parents and teachers. Using a coding framework designed by the national CCB team, we coded 30 focus group interviews. The coding framework was designed to facilitate comparisons across countries, cities, and categories of participants (teachers and parents, immigrant and nonimmigrant). Findings/Results: Teachers who are themselves immigrants from the same communities of the children and families they serve seem perfectly positioned to bridge the cultural and linguistic worlds of home and school. However, our study of teachers in five U.S. cities at a number of early childhood settings suggests that teachers who are themselves immigrants often experience a dilemma that prevents them from applying their full expertise to the education and care of children of recent immigrants. Rather than feeling empowered by their bicultural, bilingual knowledge and their connection to multiple communities, many immigrant teachers instead report that they often feel stuck between their pedagogical training and their cultural knowledge. Conclusions/Recommendations: Bicultural, bilingual staff, and especially staff members who are themselves immigrants from the community served by the school, can play an invaluable role in parent-staff dialogues, but only if their knowledge is valued, enacted, and encouraged as an extension of their professional role as early childhood educators. For the teachers, classrooms, and structures in our study, this would require nonimmigrant practitioners to have a willingness to consider other cultural versions of early childhood pedagogy as having merit and to enter into dialogue with immigrant teachers and immigrant communities. (author abstract) |
Reports & Papers
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Does childcare have an impact on the quality of parent-child interaction?: Evidence from post-Soviet Kyrgyzstan, Tajikistan, and Uzbekistan An examination of the relationship between children's enrollment into child care programs and the quality of parent-child interactions, based on national survey data from the parents of 4,640 4- to 5-year-old children in post-soviet Kyrgyzstan, Tajikistan, and Uzbekistan |
Reports & Papers
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Double Dutch: The case against deregulation and demand-led funding in childcare A response to a discussion of lessons for the United Kingdom from child care policy reform in the Netherlands, with policy recommendations for the United Kingdom based on the child care system in Denmark |
Other
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Double Dutch: The case against deregulation and demand-led funding in childcare [Executive summary] A summary of a response to a discussion of lessons for the United Kingdom from child care policy reform in the Netherlands, with policy recommendations for the United Kingdom based on the child care system in Denmark |
Executive Summary
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Early child development in China: Breaking the cycle of poverty and improving future competitiveness An examination of early child development policies, services, and financing in China, and a study in Hunan Province of child development outcomes and factors associated with those outcomes, based on data collected from 1,011 households |
Reports & Papers
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Early child development in China: Breaking the cycle of poverty and improving future competitiveness [Executive summary] A summary of an examination of early child development policies, services, and financing in China, and of a study in Hunan Province of child development outcomes and factors associated with those outcomes, based on data collected from 1,011 households |
Executive Summary
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Early child education: Making programs work for Brazil's most important generation An exploration of strategies to increase early child education quality and access in Brazil, as well as a discussion of opportunities to collaborate across sectors, involve the private sector, and address inequalities across municipalities |
Other
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Early child education: Making programs work for Brazil's most important generation [Executive summary] A summary of an exploration of strategies to increase early child education quality and access in Brazil, as well as of a discussion of opportunities to collaborate across sectors, involve the private sector, and address inequalities across municipalities |
Executive Summary
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Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies A synthesis of: a review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC); a review of the relationship of ECEC participation to children's cognitive and socioemotional outcomes; an examination of ECEC policy developments in England from 1997 through 2010; and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
Other
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Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies [Executive summary] A summary of a synthesis of: a review of research in European Union member states on barriers to and promising practices regarding disadvantaged children's and families' access to early childhood education and care (ECEC); a review of the relationship of ECEC participation to children's cognitive and socioemotional outcomes; an examination of ECEC policy developments in England from 1997 through 2010; and an exploration of Step by Step, a program to support professional development and to promote social inclusion, child-centered practices, and family and community engagement |
Executive Summary
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Early childhood learning guidelines in Latin America and the Caribbean A comparative analysis of child development indicators in the guidelines of early learning programs for infants and toddlers in Latin American and Caribbean countries, based on documents for 19 programs collected from early childhood program managers |
Reports & Papers
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Early childhood learning guidelines in Latin America and the Caribbean [Executive summary] A summary of a comparative analysis of child development indicators in the guidelines of early learning programs for infants and toddlers in Latin American and Caribbean countries, based on documents for 19 programs collected from early childhood program managers |
Executive Summary
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