49 FOUR Early childhood: The essential foundation There is now a broad consensus in research and policy that early childhood is important in laying the foundation for later development, and that growing up in poverty generally has a deleterious and long- term impact on children’s wellbeing and development. While poverty occurs in all societies to a greater or lesser degree, children in LMICs are particularly affected, commonly experiencing under-nutrition, resource shortfalls and limited services supporting healthy growth and development. Poor children are
123 SIX Early childhood education Emer Smyth and Breda McCabe (ESRI) This chapter discusses the provision of early childhood education for children from disadvantaged backgrounds in the six study countries. ‘Early childhood education’ is used in a broad sense to take account of all educational measures targeted at children under the compulsory school age. Since a high proportion of children under school age attend ‘mainstream’ primary school in a number of countries, the term ‘early childhood education’ is more accurate than ‘pre-school’. In practice, however
147 SEVEN new Zealand: A narrative of shifting policy directions for early childhood education and care Helen May Introduction Between 1999 and 2008 the centre-left Labour government in New Zealand made radical changes to the provision of early childhood education and care (ECEC). The government introduced funding to support participation in ‘high need’ centres and services, delivered on a policy of 20 hours’ free early childhood education (ECE) per week for three and four-year olds, increased universal subsidies including for children under three and was
29 TWO equal access to early childhood education and care? the case of the uK Ludovica Gambaro, Kitty Stewart and Jane Waldfogel Introduction Early childhood education and care (ECEC) has occupied an important place on the political agenda in the UK since the mid- 1990s. Under the Labour government in office from 1997 to 2010, the expansion of childcare was seen as a crucial plank in the campaign against child poverty. At the same time, increasing evidence pointed to the importance of early education in promoting more equal life chances, suggesting the
53 THREE towards universal quality early childhood education and care: the norwegian model Anne Lise Ellingsæter Introduction Historically, Norwegian early childhood education and care institutions have developed from targeted services for the needy towards a universal arrangement (Ellingsæter and Gulbrandsen, 2007). Today, universal access is reflected both in that a place is institutionalised as a social right for children aged one to five, and that the great majority of children in this age group – 90% – are enrolled in services. The present model has
Once considered the preserve of the wealthy, nanny care has grown in response to changes in the labour market, including the rising number of working mothers with young children and increases in non-standard work patterns.
This book presents new empirical research about in-home childcare in Australia, the United Kingdom and Canada, three countries where governments are pursuing new ways to support in-home childcare through funding, regulation and migration.
The compelling policy story that emerges illustrates the implications of different mechanisms for facilitating in-home childcare - for families and for care workers.
237 THIRTEEN Early childhood educational curricula: implications of the capability approach Antoanneta Potsi Introduction This chapter endeavours to explore the potential of a capability- promoting policy in early childhood education (ECE). More specifically, reference to Martha Nussbaum’s list of basic human capabilities, developed as a relatively definite standard of minimal justice, and an adequate frame for capability-promoting policy in Early Childhood Education (ECE) and especially in the curriculum development will be considered (Richardson, 2015
Introduction Despite the UK being the fifth largest economy in the world, 30 per cent of children live in relative low-income poverty ( DWP, 2019 ). Under current government policies child poverty is predicted to rise to 40 per cent by 2022 ( Hood and Waters, 2017 ). Research about poverty in early childhood in the UK has largely focused on the impact on children and families. Ridge (2011) concludes that poverty is pervasive and affects every aspect of children’s lives causing isolation and exclusion from society. Children living in areas of disadvantage
251 TEN Ideas from early childhood development approaches to contribute to Millennium Development Goals’ achievements in Latin America1 Laura Agosta Introduction The following article focuses on the analysis of the trends that Latin America is following in terms of early childhood development programmes (ECD) and how some innovations are shaping the debate. The relevance of this topic in terms of the Millennium Development Goals (MDGs) and their successor, the Sustainable Development Goals (SDGs), is that some key ECD programmes adopt a multi
3 Journal of Poverty and Social Justice • vol 26 • no 1 • 3–18 • © Policy Press 2018 • #JPSJ Print ISSN 1759 8273 • Online ISSN 1759 8281 • https://doi.org/10.1332/175982717X15087735299368 Accepted for publication 29 September 2017 • First published online 26 October 2017 article Talking heresy about ‘quality’ early childhood education and care for children in poverty Donald Simpson, donald.simpson@tees.ac.uk Teesside University, UK Sandra Loughran Indiana University Southeast, Louisville, USA Eunice Lumsden University of Northampton, UK Philip Mazzocco
