First Childhood Education in Argentina within a Latin American Perspective

Autor/in	Redondo, Patricia
Titel	First Childhood Education in Argentina within a Latin American Perspective
Quelle	In: Early Years: An International Journal of Research and Development, 40 (2020) 4-5, S.387-398 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Redondo, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2020.1825343
Schlagwörter	Early Childhood Education; Educational Development; Government Role; Access to Education; Civil Rights; Economic Climate; Financial Exigency; Poverty; Teaching Methods; Political Influences; Equal Education; Futures (of Society); Foreign Countries; Educational Change; Argentina + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsentwicklung; Access; Bildung; Zugang; Bildungszugang; Bürgerrechte; Grundrechte; Zivilrecht; Wirtschaftslage; Finanzielle Härte; Armut; Teaching method; Lehrmethode; Unterrichtsmethode; Political influence; Politischer Einfluss; Future; Society; Zukunft; Ausland; Bildungsreform; Argentinien
Abstract	In Latin America the development of early childhood education has been uneven and mixed. In some countries, the public education system includes kindergartens (for 4 to 6 year olds), early childhood schools (for children from birth to 5/6), nurseries (from birth to 3) schools and/or playschools. Working days vary in length, with daytime and late-afternoon shifts. This paper aims to analyze a range of factors, including: the role of the State in ensuring the right to education, as provider and/or as a regulatory body; the role of social and political actors; gender issues; how children and childhood are understood in each society; current laws and whether they are enforced. In Argentina, during periods of deep economic crises, such as that of the late 90s which is being traumatically repeated today, there is an "infantilization of poverty." This means most of the poor are children, and most children are poor. Describing the limits and possibilities of early education in Argentina today, within a Latin American perspective, presents the political and pedagogical challenge of thinking about the present while also imagining possible changes in the relationships between childhood, equality and education; not just as a rhetorical exercise, but as an investment in the future. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01