Literaturnachweis - Detailanzeige
| Autor/in | Katz, Lilian G. |
|---|---|
| Titel | What Is Basic to All Our Children: A Contemporary Perspective. |
| Quelle | (2003), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Child Care Quality; Child Caregivers; Early Childhood Education; Evaluation Criteria; Preschool Curriculum; Preschool Teachers; Teaching (Occupation) |
| Abstract | Noting that early childhood professionals around the world have a great deal in common with each other and often understand one another better than persons in their own countries who do different kinds of work, this paper explores how quality early childhood programs might meet the needs of all children. The paper first explores trends affecting early childhood provision, remarking on the steady increase in the proportion of women with young children who work full time, and concomitant proportion of children cared for by someone other than their parents during work hours. It is noted that on the whole, the quality of U.S. child care is poor. The paper then examines some paradoxes: in the assumption that caregivers should be trained professionals, but who should respect parents as their child's first (or best) teacher and the parents' culturally determined ways of child rearing; in the need of children to feel loved by a confident parent while parents are undermined by a barrage of information on how to raise their children; in the increasing preparation of very young children for future standardized testing within the early childhood setting; and in the views of those "inside" and "outside" the early childhood culture as to what constitutes quality. The second part of the paper examines five perspectives from which to examine the quality of early childhood provision--top-down, bottom-up, inside, outside-in, and societal--focusing particularly on the bottom-up, that is, how the program is experienced by the children themselves. Implications of these five perspectives are then discussed, particularly whose criteria are most important (e.g., a program could fall below acceptable standards on the top-down criteria, but still be experienced as satisfactory by most of the participating children), and issues of accountability. (HTH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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