Literaturnachweis - Detailanzeige
Institution | United Nations Educational, Scientific, and Cultural Organization, Paris (France). Early Childhood and Family Education Unit. |
---|---|
Titel | Framework for Action on Values Education in Early Childhood. |
Quelle | (2002), (104 Seiten)
PDF als Volltext |
Sprache | chinesisch; englisch; französisch; russisch; spanisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Change Strategies; Child Care; Childhood Needs; Early Childhood Education; Educational Development; Educational Environment; Educational Quality; Models; Multilingual Materials; Preschool Curriculum; Values Education; Young Children Lösungsstrategie; Kinderfürsorge; Kinderbetreuung; Childhood; needs; Kindheit; Bedürfnis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Analogiemodell; Multilingualism; Materials; Mehrsprachiges Wörterbuch; Werterziehung; Frühe Kindheit |
Abstract | In November, 2000, several international early childhood organizations and UNESCO met to develop a joint framework for action to reinforce awareness of the need for a flexible, creative, communicative, and supportive learning environment; the impact of a value-based child-friendly learning environment; the importance of surrounding children with human core-values from an early age; and the ways of implementing values-based early childhood education approaches. This report, in English, French, Spanish, Russian, Chinese, and Arabic versions, presents the resulting plan for action. Section 1 of the report discusses the reasons for developing a framework for action on values education in early childhood, focusing on the basic needs of young children and the importance of investing in early childhood programs. Section 2 presents program guidelines comprising the foundation for the action plan, including goals and objectives, guiding principles, and key elements of the framework. Section 3 details five levels of action to facilitate the implementation of the framework for action: personal, family, school, community, and state. Section 4 focuses on seven program areas for the plans implementation: (1) undertaking advocacy/dialogue/awareness raising activities; (2) developing and offering training; (3) enhancing prevention and protection; (4) creating supports and advocacy through media and communications; (5) mobilizing and involving business/private sector; (6) building on networks, partnerships, and affinity groups; and (7) assessing effectiveness and monitoring progress. Section 5 identifies the next steps toward implementing child-friendly learning environments. Appended is a list of sample quality-based values learning indicators. (KB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |