Is Everybody Ready? Readiness, Transition and Continuity: Reflections and Moving Forward. Working Papers in Early Childhood Development, Number 41

Autor/inn/en	Arnold, Caroline; Bartlett, Kathy; Gowani, Saima; Merali, Rehana
Institution	Bernard Van Leer Foundation (Netherlands)
Titel	Is Everybody Ready? Readiness, Transition and Continuity: Reflections and Moving Forward. Working Papers in Early Childhood Development, Number 41
Quelle	(2007), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1383-7907
ISBN	978-9-0619-5095-0
Schlagwörter	Primary Education; Early Childhood Education; Young Children; Educational Change; Child Care; Transitional Programs; Program Effectiveness; Poverty; Social Justice; Access to Education; Family School Relationship; Child Development; Educational Environment; Elementary Schools; Foreign Countries; School Readiness; Role of Education; Educational Discrimination; Enrollment; Academic Persistence; Graduation; Sex Fairness; Gender Bias; Outcomes of Education + Suchen Sie Ihr Suchwort? Primarbereich; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Bildungsreform; Kinderfürsorge; Kinderbetreuung; Armut; Soziale Gerechtigkeit; Access; Bildung; Zugang; Bildungszugang; Kindesentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Ausland; Readiness for school; School ability; Schulreife; Bildungsauftrag; Einschulung; Abschluss; Graduierung; Sexualaufklärung; Geschlechterstereotyp; Lernleistung; Schulerfolg
Abstract	This working paper considers ways to tackle the critical issue of early drop-out and under-achievement of children at school. It draws on evidence of the benefits of early childhood programmes to children's learning and success in school. It particularly examines how well-designed early childhood programmes can effectively address poverty and exclusion. The paper also looks at how to aid the transition to school from either home or an early childhood programme. The connection between the first goal of UNESCO's Education for All initiative (early childhood care and education) and the attainment of other goals has not received adequate attention at any level. This paper seeks to redress that. The paper's concern goes beyond what happens to children before they enter school. It also asks why, despite the internationally accepted definition of early years as ages 0-8, do early childhood professionals and policy-makers almost always ignore 6-8-year-olds and consider early childhood development as pertaining only to the pre-school years? And what basics are needed in large-scale school improvement programmes to ensure a welcoming and nurturing environment and to sustain good practices and learning during those vital early years of formal school? Finally, it explores how we can conceptualise and implement work differently to better integrate early childhood development and early primary education. (Contains 1 table.) [This paper is based on a background paper prepared by the authors for UNESCO's "Education for All Global Monitoring Report 2007. Strong Foundations: Early Childhood Care and Education." ISBN-978-92-3-104041-2.] (ERIC).
Anmerkungen	Bernard van Leer Foundation. P.O. Box 82334, 2508 EH, The Hague, The Netherlands. Tel: +31-70-331-2232; Fax: +31-70-350-2373; e-mail: pubsrequests@bvleerf.nl; Web site: http://www.bernardvanleer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10