Pre-School Education in Portugal = Educacao Pre-Escolar em Portugal. Report.

Institution	Ministry of Education, Lisbon (Portugal).
Titel	Pre-School Education in Portugal = Educacao Pre-Escolar em Portugal. Report.
Quelle	(1996), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; portugiesisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	972-742-071-0
Schlagwörter	Classification; Cultural Influences; Curriculum Design; Curriculum Guides; Day Care; Economic Factors; Educational Administration; Educational History; Educational Objectives; Educational Policy; Enrollment Trends; Foreign Countries; Kindergarten; Preschool Education; Social Influences; Staff Development; Teacher Education; Teaching Models; Theory Practice Relationship; Portugal + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Cultural influence; Kultureinfluss; Lehrplangestaltung; Curriculare Materialien; Tagespflege; Ökonomischer Faktor; Bildungsverwaltung; Schuladministration; Schulverwaltung; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Ausland; Pre-school education; Vorschulerziehung; Sozialer Einfluss; Personnel development; Personalentwicklung; Lehrerausbildung; Lehrerbildung; Lehrmodell; Theorie-Praxis-Beziehung
Abstract	This report, containing both English and Portuguese text, describes the historical background and current state of preschool education systems in Portugal, and presents recommendations on guideline consolidation in the implementation of a common preschool education policy. Part 1 of the report, "Historical Background," discusses the social, economic, and cultural factors contributing to the development of preschool education in Portugal. Part 2, "Present Situation," describes child care and education within formal and informal contexts and presents a typology of current services. Part 3, "Preschool Education Organizing Principles," defines the objectives of preschool education; differentiates kindergartens operated within a socio-educational perspective by the Ministry of Solidarity and Social Security (MSSS) from those with a strictly educational perspective, operated by the Ministry of Education (ME); describes the administration of preschools; and discusses teacher and support staff training. Part 4, "Contexture of Educational Work," examines pedagogical models used, the need for curricular guidelines, and potential contributions from research of preschool education. Part 5, "National Network of Preschool Education," presents preschool coverage rates and network growth figures gathered by the ME and MSSS. Part 6, "Educational Policy Measure," discusses governmental goals for expanding the availability of preschool education and the state's role in preschool education. Part 7, "Considerations and Recommendations," provides basic reference principles and guidelines for future development and expansion of preschools. (KDFB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC