An Incomplete Revolution? Changes and Challenges within German Early Childhood Education and Care Policy

Klinkhammer, Nicole; Riedel, Birgit

doi:10.4135/9781526402004.n4

Cited by 11 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…La gouvernance de ce système est décentralisée en Suède, en Finlande, au Danemark et en Angleterre, avec une politique décidée au niveau national mais mise en oeuvre au niveau municipal. La gouvernance en Allemagne implique plusieurs niveaux de collectivités publiques (Evers et al, 2005) : l'État fédéral, les Länder et les communes (Klinkhammer, Riedel, 2018 ;Stöbe-Blossey, 2012 ;Scholz et al, 2019).…”

Section: Islandeunclassified

Le droit à une place d’accueil du jeune enfant dans six pays européens : quels enseignements pour la France ?

Collombet¹

2022

Chronique Internationale De l'IRES

View full text Add to dashboard Cite

La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement. Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France. Il est précisé que son stockage dans une base de données est également interdit.

show abstract

Section: Islandeunclassified

Le droit à une place d’accueil du jeune enfant dans six pays européens : quels enseignements pour la France ?

Collombet¹

2022

Chronique Internationale De l'IRES

View full text Add to dashboard Cite

show abstract

“…For Germany, the change from a welfare state concept of the system of early childhood education to a concept of the welfare state investing in social issues can be demonstrated [9]. At the heart of the new understanding of ECEC is the support for labour-force participation of mothers and for investments in children by providing early education.…”

Section: The Growing Significance Of Early Childhood Educationmentioning

confidence: 99%

Early Childhood Education

Kalicki¹,

Koenig²

2021

Education in Childhood

View full text Add to dashboard Cite

The relevance of early childhood education and care (ECEC) is widely acknowledged in many countries, the number of ECEC settings is expanding correspondingly. This trend reflects the tremendous learning potential during early childhood. Right from birth and during early childhood a variety of learning processes are initiated that foster agency, self-regulation and development. Even the newborn is an active learner, a competent interaction partner and a problem-solver. In line with a deeper understanding of the mechanisms, principles and conditions of learning, early childhood education relies on pedagogical concepts, approaches and didactic methods that promote early learning and development. ECEC settings for young children stimulate exploration and action in everyday situations, embedded in social relations and interactions with peers and with a skilled and reliable pedagogical professional. The expansion and professionalization of the ECEC sector requires establishing a research infrastructure as well as implementing different research approaches at the micro-, meso- and macro-level of the system of early childhood education.

show abstract

“…Quality in children’s services is of course a highly contested concept with a long-standing divide evident between those who are concerned with utilising quality as an objective, universally applicable measure of “what works” and those who emphasise the complex, relational and situational nature of quality as well as the limitations of the discourse of quality in capturing salient features of children’s experiences within services (Klinkhammer and Schäfer, 2017, p. 9; Moss et al , 2013). The definition of quality services set out in Better Outcomes, Brighter Futures, with an emphasis on “outcomes focused and evidence informed” provision, could be said to lean towards the narrower technocratic definition of quality, although with inclusion of broader issues such as participation and community involvement.…”

Section: Better With Less: (Re) Governmentalizing the Government Of Irish Childhoodmentioning

confidence: 99%

“…Regardless of how defined, and without denying the existence of many excellent services, there are serious concerns regarding the quality of Irish early years provision. Recent scandals have served to highlight variable standards in the market-driven Irish early years sector in which pay and conditions creates difficulties in attracting and retaining qualified, experienced staff (Urban et al , 2014; Start Strong, 2014; O’Toole and Byrne, 2015; POBAL, 2017), the most important “input” from an outcomes-oriented perspective (Klinkhammer and Schäfer, 2017). Only around half of services are inspected by the statutory inspection service annually and a minority of services inspected are fully compliant with the regulatory standards (TUSLA, 2017).…”

Section: Better With Less: (Re) Governmentalizing the Government Of Irish Childhoodmentioning

confidence: 99%

Better with less: (Re)governmentalizing the government of childhood

Smith

2019

Int J of Soc & Social Policy

View full text Add to dashboard Cite

Purpose The purpose of this paper is to examine the discursive rationalities shaping Irish child policy, with a particular focus on the rationality of “better with less” and its association with an intensified focus on the early years. In the aftermath of the global financial crisis there was a shift towards universal provision of early years services as part of the better with less agenda – the paper critically examines the assumptions which shaped this policy reform. Design/methodology/approach The paper is based on analysis of the texts of the two national child policy plans produced to date in Ireland – The Children, Their Lives 2000–2010 and Better Outcomes, Brighter Futures 2014–2020. Findings Ireland adopted its first national children’s strategy The Children, Their Lives in 2000, associated with an initial shift to a more technocratic, investment-oriented approach to policy making. The emphasis on economic returns is more strongly evident in the successor adopted in 2014. Informed by the “better with less” agenda Better Outcomes, Brighter Futures has a strong focus on early years provision as offering the most significant potential for returns, particularly in relation to “disadvantaged” children. This position not only objectifies children but is associated with a set of assumptions about the nature of “disadvantage” and those affected by it which ignores the wider context of unequal social, political and economic relations. Originality/value National children’s strategies have not been explicitly looked at previously as a form of governmentalization of government and there has been limited analysis to date in Ireland or elsewhere of the better with less agenda in the context of child policy, gaps which this paper seeks to address.

show abstract

An Incomplete Revolution? Changes and Challenges within German Early Childhood Education and Care Policy

Cited by 11 publications

References 0 publications

Le droit à une place d’accueil du jeune enfant dans six pays européens : quels enseignements pour la France ?

Le droit à une place d’accueil du jeune enfant dans six pays européens : quels enseignements pour la France ?

Early Childhood Education

Better with less: (Re)governmentalizing the government of childhood

Contact Info

Product

Resources

About