Literaturnachweis - Detailanzeige
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 |
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 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 |