Financing early childhood education and care services

After exploring how the goals, organization and content of early childhood education and care relate to costs and financing, this chapter addresses three central topics: 1) the level of early childhood education and care spending; 2) the mechanisms used to generate and distribute resources; 3) the financial contributions by governments, business, social organizations, and parents. Special attention is given to the contrasting examples of Sweden, the United States, and Mexico. A final section presents general conclusions and identifies issues for policymakers and academics.     

Inclusion of young children with special needs in early childhood education: The research base

Increasingly, early childhood programs include children with disabilities and typically developing children. The purpose of this paper is to review the recent empirical literature that underlies the practice of inclusion at the early childhood level in order to provide a context for the research articles appearing in this issue of ECRQ. We first describe the definitions of inclusion, rationales for inclusive classes, and demographics of inclusive programs and staff. Using Bronfenbrenner's ecological systems theory as a conceptual framework, we review research related to variables proximal to the program (i.e., microsystem and mesosystem levels) such as classroom practices, children's social interactions, teacher beliefs, and professional collaboration. Next, we examine research associated with variables occurring more distally from the classroom program (i.e., exosystem and macrosystem levels): families' perspectives, social policy, community and culture. We conclude this review with an examination of research that illustrates the influence of variables a one level of the ecological system on those occurring at a different levels and recommend directions for future research.     

Defining professional needs in early childhood education

This article describes a research project, ‘Improving Learning: The Pupils' Agenda’ (supported by the Nuffield Foundation) in which a team of researchers from Homerton College, Cambridge and the University of Keele, investigated how schools were listening and responding to pupils' perspectives on effective teaching and learning. An account of the project is presented, outlining how the team carried out the investigation and the three themes on which was based. The article goes on to look at the strategies being developed in primary schools, using extracts from the data to illustrate the impact of these strategies in schools. In conclusion it is suggested that the answer to the question posed in the title — can listening and responding to pupils' views give new directions for school improvement — is clearly ‘yes’ and that the advantage of taking this approach lies principally in its potential for improving pupils' attitudes to learning.     

Towards multidimensional approaches to early childhood science education

In this forum paper, I respond to issues raised by Kristina Andersson and Annica Gullberg in their article titled What is science in preschool and what do teachers have to know to empower children? (2012). I seek to continue the discussion begun with Andersson and Gullberg’s paper, by further exploring the questions they introduce to guide their paper: “What is science in preschool?” and “What do teachers have to know to empower children?” In particular, I elaborate on the value of drawing on multiple perspectives and different epistemological frameworks, and I argue for the need for a reconceptualized notion of science as a school discipline; one that acknowledges the multifaceted ways in which young children engage in science.     

Modern foreign language education for learners with additional support needs in Scotland

The face of Modern Foreign Language education (MFL) in Scotland is changing. A major policy shift in Scottish education in 2012 set out the aspiration that all students up to the end of third level education in Scottish schools would have the opportunity to learn not one but two languages, in addition to their mother tongue. Over the last 20 years, there has been, concurrently, an undertaking by the Scottish government, in a series of policy documents, committing to provision that will ensure that students with additional support needs (ASN) receive equality of access to a broad and balanced education. This paper draws upon policy documents and published research in the area to review the extent to which the vision of language learning of all has been made available to students with ASN and the documented benefits associated with MFL education for those with ASN. Drawing upon case studies of inclusive MFL pedagogies, it identifies successful strategies that can be deployed by teachers. It then considers some of the mechanisms by which the current gaps in provision have arisen and proposes possible remedial steps, drawing on both an analysis of policy and case studies of effective practice.     

Rationalising public support for private early childhood education and care: the case of Finland

ABSTRACT

In Finland, early childhood education and care (ECEC) is traditionally publicly provided. However, private ECEC provision has increased during the past decade, largely as a result of financial support from the public sector. Drawing on qualitative interviews with municipal decision-makers, this article identifies three frames within which publicly subsidised private ECEC provision and marketisation are rationalised: the pragmatic frame, the government frame and the choice frame. The results show that even though market logics and tendencies seem to have gained a strong foothold in local policies, there is a keen interest in universalism and maintaining public control over local ECEC provision.     

International work in early childhood education: a UNESCO perspective

After defining UNESCO's place in the United Nations system, the author outlines the new situation that has arisen in recent years for the world's children. Although infant mortality rates continue to give concern, the major problem that international organisations have now to face is not the question of children's survival but their development. Research shows that the vital age for developmental inputs is early childhood, without which the chances of later learning achievement are severely diminished. The proposed ECD Programming Model attempts to take into account present research on early child development as well as the socio‐economic context of developing countries, where governments are increasingly unable to provide basic services.     

Brokering to support participation of disadvantaged families in early childhood education

This paper discusses findings from an evaluation of the New Zealand Ministry of Education's Early Childhood Education (ECE) Participation Programme that targeted local areas where there are high numbers of children starting school who have not participated in ECE. The aim of the programme is to increase participation of these low‐income ‘priority’ children in ‘quality’ ECE. In this paper, two policy initiatives and features that supported participation in ECE are analysed. Engaging Priority Families (EPF) involves a coordinator working with families to encourage ECE participation, home learning and a positive transition to school. Targeted Assistance for Provision (TAP) grants are intended to increase local supply by helping establish new services and child spaces in communities where they are needed. The study used mixed methods: data on enrolments, surveys of Participation Programme providers, interviews with programme staff, surveys of families engaged in each initiative and interviews with a small group of families. The results show that cost, availability and cultural relevance of ECE services are the main barriers to participation of ‘priority’ families. Through brokering, both initiatives helped address complex social issues faced by the families by connecting families with health, housing and social agencies, and brokering understanding of ECE. The results support the argument that national policy initiatives and local actions can help address inequities in participation in ECE associated with socioeconomic status.     

Enhanced agency rights for older Scottish children with additional support needs: a philosophical review

ABSTRACT

This paper considers some possible pitfalls in recent legislation in Scotland that has enhanced agency rights for older children with additional support needs (ASN). It does so with particular reference to philosophical literature on children’s rights. Though the UNCRC increasingly animates education law, policy and practice in Scotland and elsewhere, some philosophers, including O’Neill and MacIntyre, have raised pertinent questions about whether or not a rights-based approach is the best way of ensuring that all children receive the care, support and education they need to flourish. Discussion concentrates on four possible objections to the human rights tradition generally and the new legislation concerning the rights of older children with ASN in Scotland specifically. It is concluded that: (1) future policy, practice, law and research on child well-being should prioritise capabilities over rights and; (2) the concept of capability might be a helpful one through which to analyse the extent to which children with ASN in Scotland really do have enhanced agency rights in practice.     

Training of early childhood education and care staff

This chapter examines the training of early childhood education and care workers, taking six countries (Denmark, France, New Zealand, Spain, Sweden, and the United States) as cases to explore variations and issues. It is argued that country approaches to staff training need to be understood in relation to the structure, purposes, and underlying values of services in that society, and the dominant constructions of young children and early childhood workers. The chapter identifies subjects meriting further investigation and considers options for future policy development.     

Approaches to dispute resolution in additional support needs in Scotland

The Education (Additional Support for Learning) (Scotland) Act 2004 aimed, among other things, to increase parents’ rights in relation to the education of their children. In addition to the creation of the Additional Supports Needs Tribunals for Scotland, parents were given new rights to challenge local authority decisions through mediation and independent adjudication. In line with the wider social policy thrust of encouraging proportionate dispute resolution, low‐level resolution of disputes at school and local authority level was also encouraged. This paper uses key informant interviews to explore the views of new dispute resolution arrangements, and whether the balance of power has indeed tipped in favour of parents. Local education authority officers expressed some concerns about the new measures, and were particularly critical of the tribunal on the grounds that it was expensive and stressful, although the role it might play in tightening up procedures was also recognised. Advocacy groups and parents’ organisations, on the other hand, welcomed the new measures but were concerned about the rules restricting access to the tribunal and the fact that the outcome of mediation and adjudications were not legally binding. They were also concerned about limited access to information and advocacy. Overall, key informants believed that the new measures had advanced parents’ rights to some extent, although further changes were needed to achieve a radical shift away from the post‐war dominance of bureaucracy and professionalism in Scotland.     

Pre-school regulation in Ireland: learning from the past to improve young children's everyday lives in early childhood care and education services

The development of a system of regulation in early childhood care and education (ECCE) in Ireland was a slow process. Some decades passed between initial calls for regulation and the actual implementation of standards in 1997, reflecting the delay and inaction that has characterised ECCE policy implementation in general in Ireland. The present system has been criticised by some as not being far-reaching enough and a review, originally promised in 2001, is still overdue at time of writing. The question arises as to whether a regulatory system can fulfil the dual functions of, first, ensuring that services are meeting acceptable minimal standards and, second, supporting services to improve quality of provision beyond minimum standards and which promote children's development and learning. This question is explored in the light of discussions with the various stakeholders, recent policy developments in ECCE in Ireland, and the international debate on the relationship between regulations and quality.     

Federal early childhood special education policy: a model for the improvement of services for children with disabilities.

Services in early childhood special education for children with disabilities, birth through 5 years, and their families have expanded and improved substantially in the past 25 years. The federal government, through legislation, regulation, and a variety of incentives, has played an integral role in this progress. The authors review the evolution of federal education policy in early childhood and the accomplishments achieved, including the development of the Handicapped Children's Early Education Program, the Early Childhood Research Institutes, and Public Law 99-457, the Handicapped Infant and Toddler Program (Part H). This history can serve as a model for federal involvement in the improvement of services for other groups of individuals with special needs.     

Differential exposure to early childhood education services and mother–toddler interaction

This study examined the associations of exposure to early childhood education (ECE) services upon 2.5-year-old children's task persistence and enthusiasm and their mothers’ authoritative and authoritarian behavior and support stimulation. Families participated in the Infant Health and Development Program, an eight-site randomized comprehensive ECE to enhance the development of low birth weight, premature infants. Exposure was measured for 269 families who received at least one home visit and 1 day at the Child Development Center (CDC): 131 with lower exposure (64 ± 11.6 home visits and 206 ± 53 CDC days) and 138 with higher exposure (67 ± 9.2 home visits and 301 ± 21 CDC days). These two groups were compared to the follow-up group (540 with no exposure). Compared to no exposure, high exposure was associated with greater child enthusiasm and persistence and maternal support stimulation. Infant and mother test scores and temperament/depression scores, child's sex, and ethnicity were examined as moderators. Compared to no exposure, high exposure was related to maternal authoritative behavior toward girls, less authoritarian behavior for mothers with lower PPVT scores, and greater task enthusiasm from Black children.     

In support of drama in early childhood education, again

Early childhood practitioners appear to be in an unending battle to legitimize the use of the dramatic arts in the classroom. Even early childhood educators who accept the value of dramatic play seldom utilize the potential of drama fully. The purpose of this article is to reinforce the value of drama and theater for young children. Dramatic play, creative drama, theater, and television—a form of drama — all have their place in the development of young children.