Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary

Teszenyi, Eleonora; Hevey, Denise

doi:10.1080/03004430.2015.1028391

Cited by 10 publications

(5 citation statements)

References 27 publications

(21 reference statements)

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“…Understanding children's rights in present day Hungary requires looking back to the past and the country's socio-cultural history. The 1990s brought with it a sharp decrease in birth rate partly due to the collapse of the socialist economy, which prompted the new government to look after its children through providing full-time, fully funded early education and care provision for three to six-year-olds, whose parents were employed (Teszenyi & Hevey, 2015). Kindergartens provided conditions for healthy development (including, nutrition, paediatric care, and specialist services on site), which aimed to acknowledge children's rights to survival and development (Pálfi et al, 2019).…”

Section: Children's Rights In Hungarymentioning

confidence: 99%

Are you listening to me? Understanding children's rights through Hungarian pedagogic practice

2022

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Hungarian pedagogues agree that children should be listened to, have their rights recognised, and their voices heard. The UNCRC recommends that children’s rights should be part of early childhood education, but this is not typical in Hungarian kindergartens and there is little pedagogical material to support the education of children about their rights. This paper focuses on 5 kindergartens each typically accommodating over 150 children between the ages of 3-6 years old across Hungary. Six pedagogues worked with multi-age groups (4 kindergartens) and same-age groups (2 kindergartens). The research adopted participatory methods to gather children’s views recognising them as valuable collaborators. Children provided insight into their own lives through play based creative activities that focused on eliciting children’s thoughts and feelings. Pedagogues collected video data using a ‘toolkit’ of children’s play activities during a 6-week period of the COVID-19 pandemic. Pedagogues reflected on children’s play through a series of online focus groups with emphasis on how children expressed their views and preferences through play. Participants were encouraged to examine the power relationships between children and adults and analyse their role in knowledge production rather than knowledge extraction. Six themes emerged through thematic analysis, mapped to the 4 guiding principles of children’s rights: participation, survival, development and protection. The findings highlight the juxtaposition between children’s life-as-experienced and life-as-told by adults; the skill of pedagogues to hear and sensitively interpret children’s voices based on their play and the challenge to slow down and reflect on practice.

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Section: Children's Rights In Hungarymentioning

confidence: 99%

Are you listening to me? Understanding children's rights through Hungarian pedagogic practice

2022

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“…Historically, private institutional ECEC is unusual (in 2013, 9% of pre-primary education funding; OECD, 2016). Since 2010, the government claims that 16,000 new places have been established to fulfil the need for places in diverse geographical areas, but the number of children in villages is so low that they might miss Journal of Early Childhood Education Research 12(3) 2023, 145-180. http://jecer.org kindergarten, as provision is not available (Katolikus közoktatási intézmények statisztikai adatai, 2021 ;Teszenyi & Hevey, 2015). Recent changes concern the extension of mandatory part-time ECEC to 3-4-year-olds (2012/2013) and the expansion of Church kindergartens, which today represent 9% of all institutions (Katolikus közoktatási intézmények statisztikai adatai, 2021 ;Teszenyi & Hevey, 2015).…”

Section: Trajectories Of Ecec and Policies Of Access In The Seven Cou...mentioning

confidence: 99%

Imaginaries of ECEC: A comparison of policies of access in early childhood education in Brazil, Finland, Hungary, Indonesia, Iran, Nepal, and Serbia

Paananen,

Centeno,

Fjällström

et al. 2023

jecer

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Increasing access to ECEC has been on the agendas of international organizations and many countries in different parts of the world. Despite the clear global interconnectivity, this article shows that contextual factors are essential to understand educational policy developments. The study examines reforms related to policies of access to ECEC in seven countries. Brazil, Finland, Hungary, Indonesia, Iran, Nepal, and Serbia. We show how access policies plug into the understanding of the role of ECEC as producing future citizens. Even though the main idea of ECEC’s role in developing future citizens is present in each national context, it takes different forms: the roles frame access policies as a way to strengthen either human capital via focusing on learning and skill formation, and/or the national identity of future citizens. They materialize in differing ways, for example, as coercive legislative requirements, fee policies, and knowledge production schemes. In addition, national access policies adopt different relations to the policies of international organizations, reflecting the socio-political context of the country. We argue that the concept of the imaginary is useful in allowing us to examine the interplay between the semiotic and non-semiotic aspects of policy. To further unravel the complexity inherent in such policies in terms of their local diversity, we suggest the usefulness of case studies and the examination of local-level policies in their full variety instead of only national ones, as these might be fruitful avenues for future research.

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“…The various facets of the relationship between families and kindergartens also attracts analysis, specifically what influences parents when choosing a kindergarten. Research conducted in this area suggests that human factors, such as the kindergarten pedagogue as a person and pedagogue's loving, kind attitudes influence parental choice (Kim & Fram, 2009;Rose & Elicker, 2008;Teszenyi & Hevey, 2015;Török, 2004). The role of loving relationships and how families and society look at early childhood education and the partnership between early childhood educators and parents have also been examined (see Murray, et al, 2018;Varga, 2020).…”

Section: The Presence Of the Relationship Between Families And Kinder...mentioning

confidence: 99%

Relationship between families and kindergartens in Hungary in the 1950s

Kóger

2022

J Child Edu Soc

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Partnership working and co-operation between parents and early education and care settings is a widely researched topic worldwide. However, little is known about how the relationship between families and kindergartens developed in the historically significant period of the 1950s in Hungary, which marks the beginnings of socialism and a period of rapid expansion of early childhood education and care. This study aims to explore how the expectations of raising ‘socialist citizens’ was incorporated into educational and policy documents and other written resources relating to kindergarten and family education. Purposive sampling selection identified 80 documents as data sources, which were subjected to qualitative content analysis. Intra-frame coding was done by hand using a combined inductive and deductive approach. Employing a constructivist theoretical lens, the analysis focused on both the manifest and latent content of the selected documents and resulted in seven main themes. The findings confirmed that the ideologically driven policy decisions not only influenced the relationship between families and kindergartens but also legitimised the efforts to build a socialist system of early education through organised collaboration and related propaganda work. This study is significant as it offers a more nuanced understanding of the relationship between kindergartens and families in the ‘50s and with that provides foundations for further analytical work of the socialist pedagogical past.

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Age group, location or pedagogue: factors affecting parental choice of kindergartens in Hungary

Cited by 10 publications

References 27 publications

Are you listening to me? Understanding children's rights through Hungarian pedagogic practice

Are you listening to me? Understanding children's rights through Hungarian pedagogic practice

Imaginaries of ECEC: A comparison of policies of access in early childhood education in Brazil, Finland, Hungary, Indonesia, Iran, Nepal, and Serbia

Relationship between families and kindergartens in Hungary in the 1950s

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