Development and Diffusion of Early Childhood Education in Italy: Reflections on the Role of the Church from a Historical Perspective (1830–2010)

Hohnerlein, Eva Maria

doi:10.1057/9781137441980_4

Cited by 8 publications

(13 citation statements)

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“…Second, the condition care is defined as take-up rates of early education and care services (TAKEUP in Table 6). We rely on data on childcare and pre-school education services for children aged 3, 4 and 5, obtained from international organisations and national sources (OECD 1989(OECD , 2016Formosinho & Formosinho 2008;Hohnerlein 2015). Third, the condition level of tertiary education among women (EDU in Table 6) is defined as the level of tertiary education among women as the percentage of the female population aged 25+ who has completed tertiary schooling.…”

Section: Applying Fsqcamentioning

confidence: 99%

Piecing Together the ‘Turkish Puzzle’ on Female Labour Force Participation: Comparative Insights from Southern Europe

Bölükbaşi¹,

Kutlu²

2019

South European Society and Politics

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Southern Europe has seen remarkable turnarounds in female labour force participation (FLFP) over the past four decades. In Turkey, however, scores of women have yet to join the labour force. To address this 'Turkish puzzle', we present comparative data on women's work in Portugal, Spain, Italy and Greece (SE-4) and Turkey. Through Qualitative Comparative Analysis, we identify the factors behind rising FLFP in Southern Europe to explore the prospects for a steeper rise of FLFP in Turkey. We reveal two causal pathways to rising FLFP: (i) left party rule, or (ii) combinations of higher levels of take-up of early education and care, higher levels of tertiary education among women and larger size of service sector employment.

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Section: Applying Fsqcamentioning

confidence: 99%

Piecing Together the ‘Turkish Puzzle’ on Female Labour Force Participation: Comparative Insights from Southern Europe

Bölükbaşi¹,

Kutlu²

2019

South European Society and Politics

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“…In the mid-20th century, northern Italy witnessed a rise in local early childhood programs many of which were inuenced by Loris Malaguzzi as well as other respected early childhood experts (Organisation for Economic Co-operation and Development, 2001). This rise in quality of childcare alternatives was accompanied by an increase in the preschool attendance rate of Italian children aged 3-6 years from 50% in the 1960s to 96% in the 1990s (Hohnerlein, 2015). The common inuences across regions in our control group pose serious problems for any analysis based on comparison groups across cities in the region.…”

Section: Introductionmentioning

confidence: 99%

“…Reggio Emilia, Milan, and Pistoia (Organisation for Economic Co-operation and Development, 2001). In particular, revised mandates for lower teacher-child ratios and higher qualications for teacher education are proposed as key quality indicators associated with diminishing disparities between state and non-state programs by the end of the 20th century (Hohnerlein, 2015). For example, between 1969 and 1980 for the age-40 and age-30 cohorts, teacher-child ratios were very low ranging from 1:17-30 for children aged 3-6 years, and teacher education took place in religious institutions.…”

mentioning

confidence: 99%

“…In 1977, a new state law mandated inclusion in public schools for children with disabilities, shaping the educational experiences of the age-30, adolescent, and child cohorts. After 1991, attendees of state preschools in the adolescent and child cohorts experienced better physical accessibility to schools, a 1:12-13 teacher-child ratio (equivalent to that of the Reggio Approach), and teachers who were trained in universities (Hohnerlein, 2015). The two younger cohorts further benetted from 1991 revisions to Orientamenti stressing the contributions of social relationships for cognitive development and the value of communication for home-school relationships (Organisation for Economic Co-operation and Development, 2001).…”

mentioning

confidence: 99%

“…The Reggio Approach encouraged stang of male educators in preschools from its inception. This policy conicted with state law until 1978(Hohnerlein, 2015).…”

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confidence: 99%

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Evaluation of the Reggio Approach to Early Education

Biroli

Boca

Heckman

et al. 2017

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in Evaluation of the Reggio Approach to Early Education APRIL 2017Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world's largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. Evaluation of the Reggio Approach to Early Education *We evaluate the Reggio Approach using non-experimental data on individuals from the cities of Reggio Emilia, Parma and Padova belonging to one of five age cohorts: ages 50, 40, 30, 18, and 6 as of 2012. The treated were exposed to municipally offered infant-toddler (ages 0-3) and preschool (ages 3-6) programs. The control group either didn't receive formal childcare or were exposed to programs offered by the state or religious systems. We exploit the city-cohort structure of the data to estimate treatment effects using three strategies:difference-in-differences, matching, and matched-difference-in-differences. Most positive and significant effects are generated from comparisons of the treated with individuals who did not receive formal childcare. Relative to not receiving formal care, the Reggio Approach significantly boosts outcomes related to employment, socio-emotional skills, high school graduation, election participation, and obesity. Comparisons with individuals exposed to alternative forms of childcare do not yield strong patterns of positive and significant effects.This suggests that differences between the Reggio Approach and other alternatives are not sufficiently large to result in significant differences in outcomes. This interpretation is supported by our survey, which documents increasing similarities in the administrative and pedag...

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Effect of the Duration of Preschool Attendance on Academic Achievements—Evidence from PISA 2018

Yang,

Qin,

Wang

2023

Child Ind Res

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Development and Diffusion of Early Childhood Education in Italy: Reflections on the Role of the Church from a Historical Perspective (1830–2010)

Cited by 8 publications

References 5 publications

Piecing Together the ‘Turkish Puzzle’ on Female Labour Force Participation: Comparative Insights from Southern Europe

Piecing Together the ‘Turkish Puzzle’ on Female Labour Force Participation: Comparative Insights from Southern Europe

Evaluation of the Reggio Approach to Early Education

Effect of the Duration of Preschool Attendance on Academic Achievements—Evidence from PISA 2018

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