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Finland presentation

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Final essay

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Reading between the lines: A closer look at the effectiveness of early childhood education policy to reduce inequality in Argentina

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Alberdi, J.B. 1852. Bases y puntos de partida para la organización política de la República Argentina. Buenos Aires: Ciudad Argentina. Attanasio, O., and M. Vera-Hernandez. 2006. Medium and long run effects of nutrition and child care: Evaluation of a community nursery program in rural Colombia (Working Paper). London: Institute for Fiscal Studies.

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314 L.Hard and A.H Jónsdóttir
As we know Australia is and island but has an extremely large population, similar to Iceland it is distant to more populated urbanised countries . The ECE in Australia is multilayered between the 6 states and the 2 territories administering their own regulations and until July 2009 their own curriculum guidelines , this is unlike Ireland as we all follow basically all the same curriculum , maybe thought differently in different schools but mostly the same . Australia like us follow a play based approach involving pedagogy in services . Attendance in the ECE services is not compulsory but from our knowledge and research we know that 90% of children do attend ECE settings which is a great percentage. The practitioners who teach in the ECE service range from untrained to PHD level students , very few with PHD level .  Australia provide a financial support system ECE provision. The majority of people that work in the ECE setting are women .

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P.724 K.Ishimine et al
In this we are told how the outcomes of a good relationship teacher-child relationship can help develop a much stronger achievements academically for children. This was measured by the classroom assessment scoring system (piñata , la paro , and hamre 2007) the childrens vocabluary , understanding and use of their language , problem solving , skill solving , rhyme awareness and letter naming all benifits . From this study we learn that “learning occurs via interactions and high quality emotional instructional interactions are the mechanisms through pre k programs transmit academic language and social competencies to children “ (2008,774). We know this is true , by interactions with our friends and family by talking about certain subjects , especially subjects we don’t know a lot on can benefit us as we take in the new information we gather from our peers and we listen and interact better . Children are the same by giving group work to children they will all help eachother learn and will develop social skills to benefit them in later life also .

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(HIPPY ;Dean and Leung 2010 )
What we learn from this is that their is a programme set up for parents and children at home . This program aims to improve school readiness in children . As we know not one child is the same as the next , some children will have the emotional and physical readiness whilst other children will lack in either both or one . This program is set up for children so their parents / guardians can help them prepare for kindergarten or school as they get older . This is an amazing program as it can help children form greater bonds with parents / guardians because as we know australia are similar to us here in Ireland , they use the play approach to learning . This means they would be involved in taking part in fun activities with their parent / guardians.

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Saudi Arabia Annotated Bibliography

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International Policy and Best Practice Assignment (1)

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Saudi Arabia Case Study

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Developing kindergartens and expanding their services to include all regions of the Kingdom in order to achieve the strategic goal of "ensuring equitable and inclusive quality education for all, and enhancing lifelong learning opportunities for all" via the indicator "Gross enrollment ratios in kindergartens." One of its most important goals is to raise the rate of children's enrollment in kindergarten from 17% to 90% in 2030.

The early childhood initiative "Quick Wins" that benefits from the material, human and financial resources in order to increase the enrollment rate in the primary classes by assigning female teachers to teach young male and female pupils at the beginning of the academic year 1441 AH (2019 AD) ​ .

1. Establishing a television channel specializing in children's programs to support the Ministry of Education's directives and policies.

2. Early developmental learning standards for kindergarten in the Kingdom of Saudi Arabia for the age group (3-6) years. These standards help institutions and groups directly related to the child's upbringing and education to realize expectations of what the child should know and be able to do. This document is a descriptive guide to a set of expectations for what children have in terms of knowledge, behaviors, and skills that will contribute to building the child's personality in the later stages of learning to be a good, productive, and effective citizen in his society.​

3. Mother and child education program with the goal of assisting mothers in providing their children with basic skills (mental, physical, emotional, and social) in accordance with their child's developmental characteristics at the age of five years. The program is both:

Educational: to assist and support the mother in the care of her children​.

Compensatory for children who were unable to attend kindergarten​.

The Personal Safety Program to protect children from harm, developed in collaboration with "AGFUND" and "UNICEF," with the goal of enhancing personal safety values and skills among children, teachers, and parents by providing a healthy educational environment that contributes to the development of preventive skills for various types of abuse and neglect.

Improving learning environments in kindergartens using the "acres scale", or what is known as "the scale of the impact of the environment in early childhood on the child according to a scientific methodology and using a codified scientific tool, through a partnership with King Abdulaziz University. This aims to identify behavior directed towards the quality of the educational environment for public and private kindergartens.

Conducting research to support the General Department of Early Childhood initiatives and projects.

Establishing and expanding a network of kindergarten-early childhood schools.

Improving and expanding the skills of female early childhood educators.

Reviewing and developing early childhood bylaws and regulations.​

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Developing kindergartens and expanding their services to include all regions of the Kingdom in order to achieve the strategic goal of "ensuring equitable and inclusive quality education for all, and enhancing lifelong learning opportunities for all" via the indicator "Gross enrollment ratios in kindergartens."

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https://thespoke.earlychildhoodaustralia.org.au/

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https://childcarealliance.org.au/blog/266-why-early-childhood-education-is-a-smart-career-choice

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https://www.tusla.ie/uploads/content/barnardos-quality_early_years_care_and-education.pdf

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Policeys 20Case 20study 20Australia 20copy 20copy 20copy

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Essay plan for case study.

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Place guarantee to ECEC

ECEC

All children under school-age have a right to publicly subsidised early childhood education and care if their parents so decide. The universal entitlement to full time ECEC starts after the end of parental leave period when the child is usually 9 or 10 months old. In practice, most children start later (from around age 2) because parents are entitled to a child home care leave and allowance until the youngest child in the family turns three. Home care allowance is also paid for older siblings if they are cared for at home

Under the Act on ECEC (540/2018), municipalities have a statutory duty to ensure that there are enough ECEC places to meet the local demand. The ECEC places can be in ECEC centres or family daycare premises. Municipalities can organise the ECEC services themselves or procure them from other public or private providers. They may also use service vouchers to pay compensation for private service providers. Municipalities should try to organise ECEC near the users of the service.

Municipalities are responsible for providing ECEC for children residing in their area in the official languages of Finland: Finnish, Swedish and Sámi. ECEC can be organised in other languages as well. ECEC aims at supporting children's varying cultural and linguistic identities.

The annual operation and daily opening hours of ECEC centres must be organised so that they meet the local needs. As a rule, the child's day in ECEC should not exceed 10 hours. Municipalities also provide evening, over-night and weekend care for children whose parents work shifts.

Participation in ECEC is voluntary except for the one-year pre-primary education prior to the start of school.

Pre-primary education for six-year-olds

Participation in pre-primary education in the year preceding the start of basic education has been mandatory since August 2015. Parents have the responsibility to ensure that the children participate in pre-primary education or some other form of activities meeting the goals of pre-primary education.

Municipalities, on the other hand, have a statutory duty to provide free pre-primary education to children living in their area in the year prior to basic education (Basic Education Act 628/1998). Municipalities can organise pre-primary education themselves or purchase the service.

The duration of pre-primary education is normally one school year, and it is provided for the minimum of 700. Pre-primary education is usually provided 4 hours a day during school weeks. Municipalities must ensure that children in pre-primary education have access to complementary ECEC services. Most children in pre-primary education also attend ECEC to make a full day and year.

Education must be arranged so that children can travel to pre-primary education as safely and shortly as possible also considering the children's access to complementary ECEC services. Municipalities have to offer children free transport, if the distance to pre-primary education place exceeds 5 km or if the route is otherwise dangerous.

Pre-primary education is provided both in Finnish and Swedish, depending on the child's mother tongue. The language of instruction may also be Sámi, Roma or sign language. Instruction may also be provided in other languages if it does not risk the children's possibilities to follow instruction. Children's varying linguistic and cultural backgrounds and capabilities are taken into account in pre-primary education.

Affordability

ECEC

Municipalities can organise ECEC themselves or purchase the service. The fees in municipal ECEC are regulated by the Act on Client Fees in Early Childhood Education and Care (1503/2016). The same law applies to both ECEC centres and family daycare premises.

The fees in full-time municipal ECEC vary between 0 and 288 € per month depending on the size and income of the family. Fees are smaller in part-time ECEC. The fees include meals and learning materials. Low-income families don't pay any fees.

Families can also opt for private service providers. In private ECEC fees are usually higher.

Pre-primary education for six-year-olds

Pre-primary education in the year preceding the start of school is free. Also learning materials and daily meals are provided free of charge. Municipalities have to offer children free transportation, if the distance to pre-primary education place exceeds 5 km or if the route is otherwise dangerous.

Pre-primary education is a half-day programme, usually 4 hours per day. Municipalities must ensure that children in pre-primary education have access to complementary ECEC services if necessary. The Act on client fees in ECEC applies to these ECEC services.

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Place guarantee to ECEC ECEC All children under school-age have a right to publicly subsidised early childhood education and care if their parents so decide. The universal entitlement to full time ECEC starts after the end of parental leave period when the child is usually 9 or 10 months old.

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https://doi.org/10.1080/13632434.2014.992773

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The empirical research for this paper was undertaken with leaders of early years setting in the Kingdom of Saudi Arabia (KSA). The investigation sought to establish to what extent it was possible to behave in line with the concept of pedagogical leadership in the twenty-first century in an Arab Muslim monarchy, dominated by Islam, where directive leadership and control by the state has been the traditional norm. Education in KSA is now subject to reform, however, with leadership roles and responsibilities becoming a key issue and the early years sector being one of the major targets for development.

Notes on contributors

Lubna Alameen was a doctoral candidate at the University of Hull at the time this research was conducted. She is now a Lecturer at the Princess Noura University in Riyadh, Saudi Arabia.

Trevor Male was a co-supervisor for Lubna's PhD at the time the research was conducted. He is now a Research Associate at the UCL Institute of Education.

Ioanna Palaiologou was a co-supervisor for Lubna's PhD at the time the research was conducted. She is now re-training as a Clinical Psychologist.

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Exploring pedagogical leadership in early years education in Saudi Arabia

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The empirical research for this paper was undertaken with leaders of early years setting in the Kingdom of Saudi Arabia (KSA). The investigation sought to establish to what extent it was possible to behave in line with the concept of pedagogical leadership in the twenty-first century in an Arab Muslim monarchy, dominated by Islam, where directive leadership and control by the state has been the traditional norm.

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https://doi.org/10.1080/03004430.2013.768238

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Enhancing preschool children’s number knowledge: the suitability of an intervention programme for Saudi practice

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This study aimed to present part of a mathematics programme for preschool age, to examine its efficiency in improving children’s mathematical abilities in the area of number, and to investigate its…

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early childhood education; social inequality; right to education; institutional quality; latin america; united kingdom

# data[].attributes.attachment_link.title
Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020) | Tuñón | Foro de Educación

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Allan, L., Conservative, M. P., Bradley, B., & Conservative, M. P. (2019). Education Committee Tackling disadvantage in the early years (Issue January). Archer, N., & Merrick, B. (2020). Getting the balance right. In Early Education. The British Association for Early Childhood Education. Arena, E., Cetrángolo, O., Curcio, J., & Kit, I.

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ABSTRACT
In Latin America the development of early childhood education has been uneven and mixed. In some countries, the public education system includes kindergartens (for 4 to 6 year olds), early childhood schools (for children from birth to 5/6), nurseries (from birth to 3) schools and/or playschools. Working days vary in length, with daytime and late-afternoon shifts. This paper aims to analyze a range of factors, including: the role of the State in ensuring the right to education, as provider and/or as a regulatory body; the role of social and political actors; gender issues; how children and childhood are understood in each society; current laws and whether they are enforced. In Argentina, during periods of deep economic crises, such as that of the late 90s which is being traumatically repeated today, there is an infantilization of poverty. This means most of the poor are children, and most children are poor. Describing the limits and possibilities of early education in Argentina today, within a Latin American perspective, presents the political and pedagogical challenge of thinking about the present while also imagining possible changes in the relationships between childhood, equality and education; not just as a rhetorical exercise, but as an investment in the future.

Disclosure statement

No potential conflict of interest was reported by the author.

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Early Childhood Education in Argentina within a Latin American Perspective

# data[].attributes.attachment_link.description
ABSTRACT In Latin America the development of early childhood education has been uneven and mixed. In some countries, the public education system includes kindergartens (for 4 to 6 year olds), early childhood schools (for children from birth to 5/6), nurseries (from birth to 3) schools and/or playschools.

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What does it mean to be an early childhood educator? Negotiating professionalism during practicum placements in Buenos Aires (Argentina)

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Professionalism is not defined a priori, but rather within a professional community, in the immediate contexts where professionals interact. It is a situated phenomenon that cannot be accounted for…

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https://www.taylorfrancis.com/books/mono/10.4324/9781315502731/politics-education-argentina-1946-1962-monica-rein

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Politics and Education in Argentina, 1946-1962 | Monica Rein | Taylor

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This study focuses on the formal education system in Argentina during the 1940s, the 1950s, and the early 1960s. It analyzes the link between politics and

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The challenges and possibilities of a narrative learning approach in the Finnish early childhood education system

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Abstract

Finnish curriculum guidelines for early education emphasise play and creative activities as significant factors in healthy child development. Constructivist theory loosely frames the guidelines, but the recommended approach lacks precise developmental goals. Since 1996, we have carried out a narrative learning project with vertically integrated multi-age groupings and carefully designed play-based learning environments for children from 4 to 8 years old. Data showed that the children learned to use symbolic tools to conquer their fears, solve problems, and master basic social skills. Findings support the view that the narrative learning approach can yield visible results in concert with the tenet that play promotes positive developmental outcomes, including the development of learning potential.

Section snippets

Theoretical orientation for the projects

We have worked within the theoretical and pedagogical frameworks of cultural historical approach to child development. Our alternative curriculum can be called 'play-based curriculum' in which different forms of play serve as a basis for cognitive learning in preschool and grades 1 and 2 (Van Dijk, 2002, Van Oers, 2003, Van Oers, 2004). In our approach children's play and imagination are guided through the 'playworlds method'. By definition playworld is an imaginative activity shared jointly by

Pedagogical approach

Our pedagogical projects combine key elements of narrative learning and realistic problem solving. Broadly defined, narrative learning involves the use of stories, drama, and imagination as vehicles for playful exploration and study of a variety of themes and topics. We emphasised a narrative learning approach based on the theoretical concept of transitory activity as the intermediate step between unstructured free play in preschool and formal instruction in elementary school (Hakkarainen, 2002a

Results

We circulated videotapes and field notes from each playworld session among researchers and teachers participating in the project. In 1-month intervals the material was presented to other researchers and discussed in groups.

In the present article, we focused on our analysis of field notes about several aspects of playworld in relation to the project's goals, including children's level of involvement, the nature of learning as compared to traditional classrooms, their initiatives, and their use

Discussion

Our analysis of fieldnotes on the children's behaviours and discussions during playworld animates a concept of narrative-based learning that differs significantly from the definition of learning in traditional education and even from the 'new ideas' presented in Finland's curriculum guidelines, where learning is consistently associated with assimilating knowledge in core content areas. Children's play is viewed as antithetical to these conceptualizations of learning because it is fun and does

Conclusion and implications

Underestimation of the value of learning through play and other narrative environments has led to their the gradual disappearance from early childhood education curricula and programs worldwide. Even the testimony of neuroscience about the positive effects of play and narrative activities on brain functions has not yet slowed this trend (Bergen & Coscia, 2001; LeDoux, 2003; Panksepp, 2007; Shonkoff & Phillips, 2000).

All documents guiding the Finnish early childhood education system recognize

Acknowledgment

The editors' comments and suggestions have been very helpful in the development of this article.

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# data[].attributes.attachment_link.title
The challenges and possibilities of a narrative learning approach in the Finnish early childhood education system

# data[].attributes.attachment_link.description
Finnish curriculum guidelines for early education emphasise play and creative activities as significant factors in healthy child development. Constructivist theory loosely frames the guidelines, but the recommended approach lacks precise developmental goals. Since 1996, we have carried out a narrative learning project with vertically integrated multi-age groupings and carefully designed play-based learning environments for children from 4 to 8 years old.