An Investigation into Teachers’ Beliefs and Practices
Early childhood education and care has come to the forefront of social policies in the past decades due to the increasing interest of scientists, policymakers, politicians, and economists. Strengthening early childhood education and care are regarded not only as approaches that help reconcile work and family life, but also promote the socio-economic integration of vulnerable groups in society. A short look at the results of well-known intervention studies with cost-benefit analyses such as the “Chicago Child–Parent Centres” (Reynolds, 1997), “High Scope Perry Preschool Program” (Schweinhart & Weikart, 1997), or “Carolina Abecedarian Projects” (Campbell et al, 2002) leave no room for doubt regarding the positive long-term effects of preschool programs on children’s cognitive and social development – especially for those living in poverty or at risk. The rationale behind public investment in such programmes is the expectation of a demonstrable and calculable return in the form of student performance, a quasi-contract in which preschools receive funding in exchange for delivering specified outcomes (Dahlberg & Moss, 2005). Influential international organizations such as UNESCO and the World Bank were also involved in public and academic discussions. Consequently, early childhood education and care programmes have grown more academically demanding over the last 20 years. As a bridge between the home and the school, early childhood education and care have come to be seen as serving a number of critical functions in chlidhood development, including preparation for academic learning, remediation for the effects of poverty, socialization, and academic training in itself.
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.