Comparative Perspectives on Early Childhood: Choices and Values

TY - CHAP

T1 - Comparative Perspectives on Early Childhood: Choices and Values

AU - Brogaard Clausen, Sigrid

AU - Ringmose, Charlotte

PY - 2016/11

Y1 - 2016/11

N2 - The now comprehensive research across countries evidencing correlation between quality learning environments and young children’s development both short and long term has brought in higher political interests in young children’s learning. Policy documents have become important sites where values and ideologies reflect national views of early childhood. This chapter presents example in early childhood education and care (ECEC) policy developments in Denmark and England examining key differences as well as similar movements in the development of the early year curricula and provision in the first 15 years of the 21st century. By contrasting and comparing key discourse, similarities and differences in the Danish and the English ECEC, we aim to elucidate the impact from governmental policies on reshaping early childhood. The countries represent different traditions as respectively the Nordic tradition represented by the Danish tradition a “social pedagogical approach”, and the French-English tradition an “early education” approach represented by the English approach.This chapter addresses the importance of considering the (political) aims and values we have for ECEC and how quality assurance, parental involvement, professional positions and children’s lives are framed by these.

AB - The now comprehensive research across countries evidencing correlation between quality learning environments and young children’s development both short and long term has brought in higher political interests in young children’s learning. Policy documents have become important sites where values and ideologies reflect national views of early childhood. This chapter presents example in early childhood education and care (ECEC) policy developments in Denmark and England examining key differences as well as similar movements in the development of the early year curricula and provision in the first 15 years of the 21st century. By contrasting and comparing key discourse, similarities and differences in the Danish and the English ECEC, we aim to elucidate the impact from governmental policies on reshaping early childhood. The countries represent different traditions as respectively the Nordic tradition represented by the Danish tradition a “social pedagogical approach”, and the French-English tradition an “early education” approach represented by the English approach.This chapter addresses the importance of considering the (political) aims and values we have for ECEC and how quality assurance, parental involvement, professional positions and children’s lives are framed by these.

U2 - 10.1007/978-3-319-42557-3

DO - 10.1007/978-3-319-42557-3

M3 - Chapter

SN - 978-3-319-42555-9

VL - 1

T3 - International Perspectives on Early Childhood Education and Development

SP - 73

EP - 92

BT - Nordic Social Pedagogical Approach to Early Years

A2 - Ringmose, Charlotte

A2 - Krag-Muller, Grethe

PB - Springer

CY - Switzerland

ER -