Developmental and educational goals of early childhood education and care – perspective of Warsaw caregivers

Abstract

<jats:p>The following inquiry aims at exploring the beliefs of caregivers from the Public Crèche Network in Warsaw, the biggest network of this type in Poland, on the importance of fostering different developmental and educational goals in the youngest children. The participating caregivers (N = 449) completed a structured, Internet-based questionnaire on the significance of supporting the development of social, cognitive, physical, emotional and personal goals of 0–3-year-olds in early childhood settings. Also, information on practitioners’ educational background and work experience was collected to investigate whether their beliefs differed depending on these background characteristics. The results revealed no associations between the caregivers’ beliefs and their formal pre-service training (higher education diploma vs none or vocational training) or their work experience (5 years or less experience of work in early childhood settings vs over 5 years of work in the ECEC sector). The findings of the study are discussed with regard to the Polish legal context and potential practical implications.</jats:p>

Structural and Process Quality in Early Childhood Education and Care Provisions in Poland and the Netherlands: A Cross-National Study Using Cluster Analysis

“…In the Netherlands, the focus on the provision of pre-academic activities has received growing attention as the ECEC sector is increasingly viewed as educational setting that supports children's school readiness (Slot, Jepma, et al, 2017), especially for children considered to be at-risk due to a disadvantaged family background. In Poland, even though the importance of the educational role of ECEC setting was recognized at the legislation level (Act of 4 February 2011on Care for Children up to the age of 3) it is still considered by the teachers as less important in comparison to social, emotional, physical and personal goals (Wyslowska, 2017). This result suggests that top-down initiatives, such as policy change in itself may not be sufficient in terms of changing pedagogical practices.…”

Formal and Informal Strategies in the Work of Early Years Practitioner

“…Zawód opiekunki żłobka ze względu na swoją specyfikę i złożoność stawia przed opiekunkami pewne wymagania, które dodatkowo pogarszają ich sytuację, kiedy są one związane z codziennym reagowaniem na nową sytuację w zetknięciu ze zmiennymi oczekiwaniami rodziców i kierownika żłobka. Problemem jest też panujące w społeczeństwie przekonanie, że w żłobku mamy do czynienia głównie z opieką, a nie edukacją, co deprecjonuje zaangażowanie opiekunek w działania z dzieckiem ukierunkowane na edukację (Wysłowska, 2017).…”