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International Journal of Child Care and Education Policy最新文献

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Early childhood education in Vietnam, history, and development 越南幼儿教育的历史与发展
IF 1.9
International Journal of Child Care and Education Policy Pub Date : 2021-01-13 DOI: 10.1186/s40723-020-00080-4
Thao Thi Vu
{"title":"Early childhood education in Vietnam, history, and development","authors":"Thao Thi Vu","doi":"10.1186/s40723-020-00080-4","DOIUrl":"https://doi.org/10.1186/s40723-020-00080-4","url":null,"abstract":"<p>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.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"35 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Early childhood education in Vietnam, history, and development 越南幼儿教育的历史与发展
IF 1.9
International Journal of Child Care and Education Policy Pub Date : 2021-01-13 DOI: 10.1186/s40723-020-00080-4
Thao Thi Vu
{"title":"Early childhood education in Vietnam, history, and development","authors":"Thao Thi Vu","doi":"10.1186/s40723-020-00080-4","DOIUrl":"https://doi.org/10.1186/s40723-020-00080-4","url":null,"abstract":"<p>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.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"35 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Inclusive practice and quality of education and care in the Dutch hybrid early childhood education and care system 荷兰混合幼儿教育和护理体系中的包容性实践和教育与护理质量
IF 1.9
International Journal of Child Care and Education Policy Pub Date : 2021-01-07 DOI: 10.1186/s40723-020-00079-x
W. M. van der Werf, P. L. Slot, P. N. Kenis, P. P. M. Leseman
{"title":"Inclusive practice and quality of education and care in the Dutch hybrid early childhood education and care system","authors":"W. M. van der Werf, P. L. Slot, P. N. Kenis, P. P. M. Leseman","doi":"10.1186/s40723-020-00079-x","DOIUrl":"https://doi.org/10.1186/s40723-020-00079-x","url":null,"abstract":"<p>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. <i>Socially engaged (for-profit and not-for-profit) professional organizations</i> 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.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"18 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Inclusive practice and quality of education and care in the Dutch hybrid early childhood education and care system 荷兰混合幼儿教育和护理体系中的包容性实践和教育与护理质量
IF 1.9
International Journal of Child Care and Education Policy Pub Date : 2021-01-07 DOI: 10.1186/s40723-020-00079-x
W. M. van der Werf, P. L. Slot, P. N. Kenis, P. P. M. Leseman
{"title":"Inclusive practice and quality of education and care in the Dutch hybrid early childhood education and care system","authors":"W. M. van der Werf, P. L. Slot, P. N. Kenis, P. P. M. Leseman","doi":"10.1186/s40723-020-00079-x","DOIUrl":"https://doi.org/10.1186/s40723-020-00079-x","url":null,"abstract":"<p>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. <i>Socially engaged (for-profit and not-for-profit) professional organizations</i> 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.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"18 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment 在促进儿童玩耍时，是教学意图还是实际考虑?教师对室内ECEC环境中游戏材料可得性的看法
IF 1.9
International Journal of Child Care and Education Policy Pub Date : 2021-01-06 DOI: 10.1186/s40723-020-00078-y
Tone Rove Nilsen
{"title":"Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment","authors":"Tone Rove Nilsen","doi":"10.1186/s40723-020-00078-y","DOIUrl":"https://doi.org/10.1186/s40723-020-00078-y","url":null,"abstract":"<p>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.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"115 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment 在促进儿童玩耍时，是教学意图还是实际考虑?教师对室内ECEC环境中游戏材料可得性的看法
IF 1.9
International Journal of Child Care and Education Policy Pub Date : 2021-01-06 DOI: 10.1186/s40723-020-00078-y
Tone Rove Nilsen
{"title":"Pedagogical intentions or practical considerations when facilitating children's play? Teachers’ beliefs about the availability of play materials in the indoor ECEC environment","authors":"Tone Rove Nilsen","doi":"10.1186/s40723-020-00078-y","DOIUrl":"https://doi.org/10.1186/s40723-020-00078-y","url":null,"abstract":"<p>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.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"115 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Uptake of the child care expense deduction: exploring factors associated with the use of the child care expense deduction among families with a child under 12 years 儿童保育费用扣除的吸收:探索在有12岁以下儿童的家庭中使用儿童保育费用扣除的相关因素
IF 1.9
International Journal of Child Care and Education Policy Pub Date : 2020-09-11 DOI: 10.1186/s40723-020-00076-0
Loanna S Heidinger, L. Findlay, Anne Guèvremont
{"title":"Uptake of the child care expense deduction: exploring factors associated with the use of the child care expense deduction among families with a child under 12 years","authors":"Loanna S Heidinger, L. Findlay, Anne Guèvremont","doi":"10.1186/s40723-020-00076-0","DOIUrl":"https://doi.org/10.1186/s40723-020-00076-0","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"14 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40723-020-00076-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65746320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
A multilevel analysis of factors affecting kindergartners’ creative dispositions in relations to child-level variables and teacher-level variables 幼儿创造性倾向的影响因素与幼儿水平变量和教师水平变量的关系
IF 1.9
International Journal of Child Care and Education Policy Pub Date : 2020-09-10 DOI: 10.1186/s40723-020-00077-z
Eun Jin Kang
{"title":"A multilevel analysis of factors affecting kindergartners’ creative dispositions in relations to child-level variables and teacher-level variables","authors":"Eun Jin Kang","doi":"10.1186/s40723-020-00077-z","DOIUrl":"https://doi.org/10.1186/s40723-020-00077-z","url":null,"abstract":"<p>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.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"94 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A multilevel analysis of factors affecting kindergartners’ creative dispositions in relations to child-level variables and teacher-level variables 幼儿创造性倾向的影响因素与幼儿水平变量和教师水平变量的关系
IF 1.9
International Journal of Child Care and Education Policy Pub Date : 2020-09-10 DOI: 10.1186/s40723-020-00077-z
Eun Jin Kang
{"title":"A multilevel analysis of factors affecting kindergartners’ creative dispositions in relations to child-level variables and teacher-level variables","authors":"Eun Jin Kang","doi":"10.1186/s40723-020-00077-z","DOIUrl":"https://doi.org/10.1186/s40723-020-00077-z","url":null,"abstract":"<p>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.</p>","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"94 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138539807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Household factors associated with infant and under-five mortality in sub-Saharan Africa countries 与撒哈拉以南非洲国家婴儿和五岁以下儿童死亡率相关的家庭因素
IF 1.9
International Journal of Child Care and Education Policy Pub Date : 2020-08-03 DOI: 10.1186/s40723-020-00075-1
Michael Ekholuenetale, A. I. Wegbom, Godson Tudeme, A. Onikan
{"title":"Household factors associated with infant and under-five mortality in sub-Saharan Africa countries","authors":"Michael Ekholuenetale, A. I. Wegbom, Godson Tudeme, A. Onikan","doi":"10.1186/s40723-020-00075-1","DOIUrl":"https://doi.org/10.1186/s40723-020-00075-1","url":null,"abstract":"","PeriodicalId":44258,"journal":{"name":"International Journal of Child Care and Education Policy","volume":"14 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s40723-020-00075-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65746254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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