Global Early Childhood Policies: The Impact of the Global Education Reform Movement and Possibilities for Reconceptualization (original) (raw)
Related papers
Global education review, 2017
Introduction to Global Education Review: Global Trends in Early Childhood Practice: Working within the Limitations of The Global Education Reform Movement. The Global Education Reform Movement, also known as GERM, is rooted in economic theory and neoliberal thinking. The trends associated with GERM – such as the standardization of teaching and learning, over-emphasis of core subjects of mathematics and literacy, test-based high-stakes accountability and testing, prescribed curriculum, privatization, parental choice, and increased control over students and teachers – have infiltrated the everyday practice of teachers and practitioners in the field and remain a deep cause for concern.
Globalisation and its implications for early childhood education
This paper explores different perspectives about globalisation and its implications for early childhood education. Globalisation has ushered vast historical change in terms of social relations, culture, politics and education. Globalisation is also responsible for the unprecedented mobilisation of people, drawing them into an economic, social, political and cultural centre. It is thus critical to understand this phenomenon and the transformations it has brought about.
International perspectives on early childhood: a day in the life
Early Years, 2011
Working with early childhood colleagues in other countries can be enlightening and enriching. This paper offers seven insights gained from the international experience: (1) "What It Feels Like To Be a Teacher" discusses observations of student and teacher behavior and attitudes in classrooms in China, a Caribbean island, and India; (2) "Similarities across Countries" notes that teachers' roles may be more powerful determinants of their ideas, ideals, ideologies, concerns, and beliefs than are the larger political, social, and cultural contexts in which they work; (3) "Problems with Comparative Studies" discusses the difficulties inherent in comparing educational provisions and effectiveness across countries; (4) "The Spread of Ideas across Borders" discusses the influence of the British Infant School approach in the 1960s and 1970s, the influence of the innovative province-wide reform work of British Columbia, Canada, in the 1980s, and most recently the influence of the Reggio Emilia approach; (5) "Issues Unique to the United States" explores interests that appear of concern only in the United States, such as the development of self-esteem in children; (6) "Self-Criticism in the United States" discusses one American habit-self-deprecation; and (7) "U.S. Leadership in Anti-Bias and Multicultural Awareness" notes that the United States deserves a great deal of credit for leadership in addressing anti-bias and multicultural issues.
Going Global in Early Childhood Education
Childhood Education
The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
Pedagogika, 70(4), 407–424, 2020
This article analyses the neoliberal transformation of ECEC in five selected countries (Germany, Slovakia, Indonesia, Nepal, and Kenya). Both the Global South and the Global North are represented. The countries were selected either because of the authors' involvement in research in the respective country or because of their long-term personal experience of that particular system of ECEC. The knowledge the authors acquired enabled them to delve deeper into the question of the point at which ECEC systems encounter neoliberal education policy and to describe the different ways in which the countries have adapted to the new policies. The article shows that neoliberal education policies require different types of adaptation and that these may have very different effects on the system of ECEC-from a change in concept to system convergence and practical resistance or total governance of the ECEC sector. The article contributes to a more granular understanding of the effect of the economising discourse on the ECEC sector.
The Global Child: PART 1 INTRO + References [Improving Global Education]
This file is the two page introduction of PART ONE IMPROVING GLOBAL EDUCATION of the monograph THE GLOBAL CHILD: How Experts Would Change Education; Research-Based Acquisition of Languages, published by Lambert Academic Publishers in May 2016. After the 2 page introduction is the list of REFERENCES for the entire monograph.
International Perspectives on Early Childhood Education
Educational Policy, 2011
In this chapter Dr. Cochran uses an empirically based overarching conceptual framework linking historical patterns, current policy goals and intervening influences as a tool for understanding the policy and program outcomes manifested in the early education programs of representative Western countries (Australia, France, Italy, Sweden). Policy domains addressed include national goals, ECE pedagogies, curricula, center-home linkages, multicultural education, parent involvement, and teacher preparation. The chapter concludes with a discussion of how the policy issues shaping program developments abroad have relevance for theUnited States.