Preschool and kindergarten in Hungary and the United States: A comparison within transnational development policy

Józsa, Krisztián; Török, Balázs; Stevenson, Cerissa

doi:10.1016/j.ijedudev.2018.03.001

Cited by 15 publications

(14 citation statements)

References 17 publications

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“…This situation is exacerbated by different stakeholders giving different opinions about quality. For instance, parents might want a peaceful and accessible place for children, and teachers are interested in career advancement, while the government might focus on children getting prerequisite competencies (Józsa, Török, and Stevenson 2018).…”

Section: Quality Standardizationmentioning

confidence: 99%

“…We list similarities and differences from which we offer suggestions for policy, research, and practice. This information can give stakeholders an understanding of basic education in high-income and low-and middle-income countries (LMICs), such as Kenya, and the gap that needs to be filled to increase sociopolitical outcomes (Józsa, Török, and Stevenson 2018). This study is the culmination of an academic exchange program where a Finnish professor visited the Institute of Education at the University of Szeged in Hungary, and the author is a postgraduate researcher.…”

Section: Introductionmentioning

confidence: 99%

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Preschool Education in Finland and Kenya: A Comparison within Perspectives of Educational Quality

Amukune¹

2021

The International Journal of Early Childhood Learning

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Kenya adopted the Competency-Based Curriculum in 2017, and it is in the process of implementation for the rest of the classes. There has been concern among educational stakeholders on the best way forward. This system of education in terms of structure is very similar to the Finnish System of Education. We investigate the educational quality of the two countries to compare their different educational systems. Following the introduction, the theoretical aspects of quality standardization are presented. This is followed by Finnish perspectives on quality assessment and, later, Kenya's perspectives. The salient features of Kenyan and Finnish educational systems are compared from a quality perspective. Then, we summarize what Kenya and Finland can learn from each other. To remain on the Competency-Based Curriculum path, Kenya has much to learn from the Finnish Educational System, especially teacher quality, instruction, assessment of learning outcomes, school climate, and student support.

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Section: Quality Standardizationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Preschool Education in Finland and Kenya: A Comparison within Perspectives of Educational Quality

Amukune¹

2021

The International Journal of Early Childhood Learning

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“…Studies on public interest kindergartens have mainly focused on the connotation characteristics ( Yong et al, 2019 ; Zhou et al, 2020 ), status quo ( Winton et al, 2015 ; Morrison, 2018 ), and policy suggestions ( Dahan and Senol, 2012 ; Józsa et al, 2018 ), while only few studies have dealt with the promotion mechanism and behavioral logic of pre-inclusive education. Connotation development of preschool education means the improving student’s awareness of a word so that they can use it properly even in a complex and challenging field ( Yong et al, 2019 ; Zhou et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Preschool’s Inclusive Participation in Social Responsibility Program Under Institutional Pressure: Evidence From China

et al. 2022

Front. Psychol.

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China set the goal of expanding early childhood education (ECE) in 2018, by encouraging the development of public interest kindergartens (PIK) to provide high-quality, low-cost preschool services to the general public. This is in response to the challenges of accessibility, affordability, and accountability besetting China’s current ECE system. However, the transition toward PIK has been slow due to various complex problems, including the lackluster willingness of ECE providers to become PIK. To better understand the challenges leading to low participation, this study explores the external pressures affecting ECE providers and evaluates the external factors that influence their level of social responsibility. A stratified-random sampling questionnaire survey solicited responses from 832 ECE personnel representing 261 kindergartens from across China. Our findings suggest that institutional pressure has a positive effect on social responsibility and inclusive participation. We also found that institution visibility positively regulates the relationship between institutional pressure and social responsibility. At the same time, the level of environmental perception positively governs the relationship between social responsibility and participation willingness. Kindergartens should have certain social values, including assuming certain behaviors and participating in social activities in the spirit of social service and ensure multiple subjects’ synergetic governance.

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“…According to World Bank's 2019 report, the country's GDP was 160.97 billion USD. Regarding ethnicity, the country is relatively homogenous (Józsa et al, 2018 ) and Hungarian is the official language. The majority of the Hungarian children are monolingual.…”

Section: Introductionmentioning

confidence: 99%

Parents' Views on Play and the Goal of Early Childhood Education in Relation to Children's Home Activity and Executive Functions: A Cross-Cultural Investigation

2021

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The present study investigated the cross-cultural variations in parents' views on the role of play in child development and the primary purpose of preschool education from Ethiopia and Hungary. It also examined the cross-cultural variations in preschoolers' executive functions (EF), the frequency of their engagement in home activities, and the role of these activities in the development of EF skills. Participants included 266 preschoolers (Ethiopia: 139 of which 44.6% boys; Mage = 63.83 months; SD = 7.68 months; Hungary: 127 of which 48% boys; Mage = 62.06 months; SD = 9.37 months) with their parents (Ethiopia: 45.32% male; Mage = 36.66 years; SD = 7.14 years; Hungary: 13.18% male; Mage = 37.71 years; SD = 5.97 years). The independent samples t-test showed that Ethiopian parents view fostering academic skills for preschooler significantly more important than their Hungarian counterparts do. We also found that while Ethiopian parents hold the belief that academic and cognitive development is the major purpose of preschool education, Hungarian prioritize social-emotional development and entertainment. Additionally, preschoolers in Ethiopia were reported to engage in academic and arts and crafts activities after preschool significantly more frequently than their Hungarian counterparts. On the contrary, preschoolers in Hungary were found to engage in fine-motor activities, solitary play, sports and other physical activities significantly more frequently than their Ethiopian counterparts. No significant differences were found in EF skills between preschoolers from Ethiopia and Hungary. Results from hierarchical regression analyses showed that, after accounting for age and SES, preschoolers' frequency of pretend play and their parents' play support beliefs were found to be small to medium-sized predictors of inhibitory control skills in both samples. However, children's frequency of having breakfast at home was another significant predictor in the Ethiopian sample only. The frequency of participation in arts and crafts and other fine-motor activities were found to be important predictors of preschoolers' visual-spatial working memory skills in the Ethiopian and the Hungarian samples, respectively. We also found that, after controlling for SES, parental play support was an important factor associated with preschoolers' shifting skills only in the Hungarian sample. Based on the findings, we made important conclusions.

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Preschool and kindergarten in Hungary and the United States: A comparison within transnational development policy

Cited by 15 publications

References 17 publications

Preschool Education in Finland and Kenya: A Comparison within Perspectives of Educational Quality

Preschool Education in Finland and Kenya: A Comparison within Perspectives of Educational Quality

Assessment of Preschool’s Inclusive Participation in Social Responsibility Program Under Institutional Pressure: Evidence From China

Parents' Views on Play and the Goal of Early Childhood Education in Relation to Children's Home Activity and Executive Functions: A Cross-Cultural Investigation

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