Full Description
The second volume in this Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives miniseries focuses on teacher and family perspectives of early childhood education and care from 19 different countries around the world. The aim of this volume is to articulate the key components of teacher education and family practices that impact young children's education and care. Each country featured in this volume presents its own unique perspective in relation to the cultural and societal constraints around teacher training and/or family practices and the thinking around those practices that are important for early childhood development. Offering a unique insight into how teachers and families work together in different countries, the book is essential reading for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood within an international perspective.
Contents
List of Figures
List of Tables
Notes on contributors
Preface
1 Teachers and families perspectives in early childhood education and care in the 21st Century
Sivanes Phillipson & Susanne Garvis
2 Australian families' perceptions of access to capitals to support early mathematical learning
Gerarda Richards, Sivanes Phillipson & Ann Gervasoni
3 Working towards change: The early childhood education and care workforce in Canada
Rachel Langford & Brooke Richardson
4 Quality preschool teaching and language development in Chile: What do we need to focus on?
Macarena Silva
5 Children's wellbeing: a joint effort? Collaboration about Danish children's wellbeing across the contexts of family life and kindergarten.
Anja Marschall
6 Academia undermining professionalism? Estonian preschool teachers' views and expectations of teacher professionalism
Rain Mikser, Katrin Niglas, Maire Tuul, Marika Veisson & Ivor F. Goodson
7 Studying compassion in the work of ECEC educators in Finland: A sociocultural approach to practical wisdom in early childhood education settings
Jaakko Hilppö, Antti Rajala, Lasse Lipponen, Annukka Pursi & Rekar Abdulhamed
8 Developing ECEC professionals for multicultural environments in Germany: A European approach
Claudia M. Ueffing & Heidi Harju-Luukkainen
9 Parent involvement in Greek early childhood education and care: The need for new policies and practices
Maria Birbili & Irini Roufidou
10 Preschool teachers' working conditions in Iceland: Crisis in the making
Kristín Dýrfjörð
11 Pathways to build strong and equal family-professional partnerships in communities in Korea
Sojung Seo
12 Partnership with families in early childhood education: New Zealand's policy and professional context
Karyn Aspden, Claire McLachlan, Sue Cherrington, Gaye Tyler-Merrick, Tara McLaughlin & Joanna Phillips
13 To what extend does ITERS-R address pedagogical quality as described in the Norwegian Framework Plan?
Elisabeth Bjørnestad, Anne Grethe Baustad & Marit Alvestad
14 Preschool teacher participation in Russia: Background, system and modern trends
Igor Shiyan, Olga Shiyan, Aleksander Veraksa & Nikolay Veraksa
15 The issue of parent participation in preschool education in Serbia
Tijana Bogovac
16 Academic or else: Singapore parents' aspirations for their children's early education
Sivanes Phillipson, Eugenia Koh & Salwa Sujuddin
17 Preschool and society in Sweden: A continual state of change
Pia Williams, Sonja Sheridan & Susanne Garvis
18 Reconceptualising storytelling as an effective curriculum practice to promote family resilience of preschoolers in Taiwan: The lens of a developmental systems framework
Kuan-Ling Lin
19 Teacher development and parent engagement in ECEC in The Netherlands
Elisabeth Duursma & Paul Leseman
20 Parent involvement in the Turkish early childhood education system
Şenil Ünlü Çetin
21 Teachers and families perspectives in early childhood education and care: A reflection of 19 countries
Susanne Garvis & Sivanes Phillipson
Index
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