Mind the Crèche! Controversial Perspectives on the Educational Quality of Romanian Crèches

Autor/inn/en	Ulrich Hygum, Catalina; Hygum, Erik
Titel	Mind the Crèche! Controversial Perspectives on the Educational Quality of Romanian Crèches
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 5, S.739-751 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ulrich Hygum, Catalina) ORCID (Hygum, Erik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2023.2184843
Schlagwörter	Early Childhood Education; Case Studies; Equal Education; Educational Objectives; Educational Policy; Foreign Countries; Educational Quality; Stakeholders; Specialists; Childrens Attitudes; Comparative Education; Preschool Children; Parent Attitudes; Teacher Attitudes; Parenting Styles; Child Development; Romania + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Case study; Fallstudie; Case Study; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Ausland; Quality of education; Bildungsqualität; Vergleichende Erziehungswissenschaft; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternverhalten; Lehrerverhalten; Kindesentwicklung; Rumänien
Abstract	This study aims at capturing the actual status of policy implementation of ECEC policy in Romania, which entangles not only policy-makers, experts and social actors per se but also a complicated history of crèche as an institution and parenting traditions. Based on both quantitative and qualitative data the study analyses the international, national and local levels of implementation of new ECEC quality goals raising two questions: how do stakeholders (experts, practitioners and parents) define quality in ECEC institutions for children from one to three years, and how do the stakeholders interplay with international quality goals? Using a comparative case study approach (Bartlett, Lesley Erin, and Frances K. Vavrus. 2014. "Transversing the Vertical Case Study: A Methodological Approach to Studies of Educational Policy as Practice." "Anthropology and Education Quarterly" 45: 131-147; Bartlett, Lesley, and Frances Vavrus. 2017. "Comparative Case Studies: An Innovative Approach." "Nordic Journal of Comparative and International Education (NJCIE)" 1 (1)) the study reflects on the perceptions, expectations and negotiations of quality from the stakeholder's point of view. The study shows, how experts orient towards international criteria, whereas practitioners orient themselves towards the parent. The study also shows that children's perspective is absent for all stakeholders. (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