Early Years: Young Children Deserve the Best Possible Start in Life

Autor/in	Robertson, Leena
Titel	Early Years: Young Children Deserve the Best Possible Start in Life
Quelle	In: FORUM: for promoting 3-19 comprehensive education, 57 (2015) 1, S.31-34 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-8253
DOI	10.15730/forum.2015.57.1.31
Schlagwörter	Stellungnahme; Young Children; Early Childhood Education; Early Experience; Ideology; School Readiness; Poverty; Integrated Services; Strategic Planning; Educational Change; Educational Administration; Educational Quality; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühbeginn; Ideologie; Readiness for school; School ability; Schulreife; Armut; Strategy; Planning; Strategie; Planung; Bildungsreform; Bildungsverwaltung; Schuladministration; Schulverwaltung; Quality of education; Bildungsqualität; Ausland; Großbritannien
Abstract	That all young children should have the best possible start in life is a statement that tends to be met with universal agreement. This article, however, argues there are very many different kinds of ideologies that shape the kinds of "best starts" early years teachers should strive for at a time when childhood poverty is rising and when early years settings are expected to promote a particular current type of "school readiness". Another national challenge is the fragmentation of workforce that directly impacts on the quality of the early years settings. This article calls for more efforts to sustain good-quality practices, such as integrated early years centres, and regardless of cost to develop long-term solutions for all young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01