Early Childhood Education in Iran: Progress and Emerging Challenges

Autor/in	Sharifian, Maryam
Titel	Early Childhood Education in Iran: Progress and Emerging Challenges
Quelle	In: International Journal of the Whole Child, 3 (2018) 1, S.30-37 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-297X
Schlagwörter	Foreign Countries; Early Childhood Education; Educational History; Preschool Education; Kindergarten; Public Schools; Private Schools; Rural Schools; Access to Education; Religious Education; Islam; Preschool Teachers; Teacher Aides; Educational Legislation; Teacher Education Programs; Incentives; Language Usage; Iran + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; History of education; Bildungsgeschichte; Pre-school education; Vorschulerziehung; Public school; Öffentliche Schule; Private school; Privatschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Access; Bildung; Zugang; Bildungszugang; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Handreichung; Lehrerhilfe; Bildungsrecht; Schulgesetz; Anreiz; Sprachgebrauch
Abstract	Frequently, our world seems filled with nations in conflict. The ultimate legacy of nations' inability to cooperate will be inherited by the world's children. Perhaps the most effective solution to creating a more peaceful world in the years to come is to provide high quality education for all children. Such education, however, is more likely to result if teachers of the world become willing to share their success stories and examples of supportive resources. Admittedly, professional collaborations between teachers in the Islamic Republic of Iran and those of the West are rare, at best. Despite political challenges, it is time to find ways to share. A place to begin is to provide teachers with background information regarding the current status of early childhood education (ECE) in Iran. This paper is also a call for a global teacher-response to initiate greater dialogue in support of all of our children. (As Provided).
Anmerkungen	Tennessee Association for Childhood Education International. Web site: https://libjournals.mtsu.edu/index.php/ijwc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01