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Storying Learning in Early Childhood

When Children Lead Participatory Curriculum Design, Implementation, and Assessment


Elizabeth Quintero

Storying Learning in Early Childhood documents philosophical, research, and critical questions about notions of childrens’ experiences and learning potential that heavily influence the profession. Critically created, child-centered curriculum and assessment collaborations focus on contexts of homes, schools, and communities. This book brings into focus policy issues, economic issues, and political realities that affect us all as we engage in curriculum and assessment. Patterns of findings under the foci of critical, responsive curriculum and authentic assessment for all children have illustrated new questions, provoked new trajectories of informants, and reiterated connections to dynamic issues in early childhood internationally. The work involved in curriculum and assessment points to international discussions about what is «quality» in early care and education and who has the power to decide. These international dynamics highlight the inevitable connections among programs for young children, policies, and politics. Further consideration regarding multiple histories, strengths, and needs of young children also illustrate little-discussed refugees and migrating people around the world – and their children – who are growing and experiencing life wherever they are living in a variety of situations with or without support.
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Chapter 6. What Are Childcare Markets and How Are Measures of Quality Related to Funding?


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[M]ore than 80% of childcare provision in the UK is now provided by for-profit entrepreneurs. (Lloyd & Penn, 2013, p. 20)

This is true not only in the United Kingdom, but also across much of the English-speaking world in countries with a variety of economic policies. If that were not disturbing enough, for the implications some of us could draw, there is almost no debate in these countries about whether or not this is equitable, efficient, and humane. Early care and education services are often very closely linked to other social and educational services and economic policy. Governments often seem to find it necessary to create a balance between serving the interests of parents and children and the interests of the state itself. Childcare markets form a part of a mixed economy, as other human services do. In other words, fully state-funded early childhood care and education programs are often available and operate in parallel with privately provided services in some markets (Lloyd & Penn, 2013).

Lloyd and Penn (2013), through their work at the Cass School of Education and Communities, University of East London, and their research at the International Centre for the Study of the Mixed Economy of Childcare, document their concerns. Availability, quality, and sustainability of publicly ← 113 | 114 → supported early care and education are extremely complicated in modern states and nations. They say...

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