The impact of early learning on children's later development a review prepared for the RSA inquiry ‘start right’

Sylva, Κathy; Wiltshire, Jacqueline

doi:10.1080/13502939385207331

Cited by 45 publications

(18 citation statements)

References 27 publications

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“…These results agree with the findings of other studies such as Rao et al (2014) and Gardinal-Pizato, Marturano, & Fontaine (2012). In addition, Sylva & Wiltshire (1993) highlighted that most studies have shown that ECD education has immediate, significant gains on the social and cognitive development of children, and that ECD education boosts educational performance. Similar results were also reported by Barnett (1995) whose findings revealed that participation in early childhood education programs promotes cognitive development and school success.…”

Section: Discussionmentioning

confidence: 99%

Untitled

2016

TIJAR

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Section: Discussionmentioning

confidence: 99%

Untitled

2016

TIJAR

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“…Assim, tem vindo a sublinhar-se a importância de ouvir a criança através de entrevistas (Brooker, 2001;Graue & Walsh, 1998;Mayall, 2000; Oliveira-Formosinho & Araújo, no prelo) e tem-se, simultaneamente, valorizado e utilizado a observação naturalista como forma de compreender o quotidiano da criança (Sylva & Wiltshire, 1993;Pascal & Bertram, 1999).…”

Section: A Perspectivação Pedagógica Da Qualidade Da Associação Crianunclassified

O envolvimento da criança na aprendizagem: Construindo o direito de participação

Oliveira-Formosinho

Araújo²

2012

Análise Psicológica

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A Associação Criança (sigla de Criando Infância Autónoma Numa Comunidade Aberta) é uma associação de profissionais de desenvolvimento humano -professores, educadores de infância, formadores, psicólogos, investigadoresque tem como missão promover programas de intervenção para a melhoria da educação das crianças pequenas nos seus contextos organizacionais e comunitários.Trata-se de uma associação privada com fins públicos, sediada em Braga, que dá apoio a contextos de infância públicos (estatais e municipais) e privados (colégios e instituições privadas de solidariedade social). Esse apoio visa o desenvolvimento profissional dos seus educadores e a melhoria dos contextos organizacionais em que trabalham para permitir a reconstrução da Pedagogia da Infância, entendida como garante do direito substantivo da criança à educação. 1 Visão e missão da Associação CriançaA Associação Criança parte de uma visão de sociedade que tem como dois dos pilares principais a liberdade individual e a justiça social, e que reconhece, assim, à educação -e à educação básica em particular -um papel vital no desenvolvimento de um sistema social mais livre, justo e equitativo.

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“…That this process of reduction took place parallel with findings in research emphasising the importance of high quality in preschool added to the intensity of debate. This research showed that high-quality early childhood education can have a significant and long-term effect on children's learning, can lead to improvements in educational achievement throughout schooling, and can lead to better social behaviour and more productive citizenship (Sylva & Wiltshire, 1993). Evaluations of quality became a way to control that individual preschools fulfil the stipulated requirements and can guarantee an equal standard of quality (Sheridan, 2001).…”

Section: Quality Questionsmentioning

confidence: 99%

Recent issues in the Swedish preschool

Samuelsson

Sheridan

2004

IJEC

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SUMMARYIn Sweden most of the young children are in preschool from early years. The government has taken responsibility by introducing different reforms such as child allowance, maternity leave, access to preschool for all children etc. Preschool (in Sweden for children aged 1-5 years and preschool class for 6 years old) is, since 1998, the first step in the educational system with a national curriculum (Ministry of Education and Science in Sweden, 1998a). The local education authorities have now had five years to launch the curriculum.Reforms that provide support for families started before World War II, but as they culminated during a period of increasing effectiveness in combination with harsh economies in the public sector they are experienced by the teachers both as quality improvements and quality threats. The quality of preschool is a matter of concern at both a national and local level, although most parents appear to be satisfied. In the process of evaluating preschool quality in Gothenburg (Sweden's second largest city) focus groups were developed with representatives from the 21 city districts. The results of the focus group analyses are presented and discussed in the present article. RÉSUMÉEn Suède, la plupart des enfants fréquentent, dès le jeune âge, des structures préscolaires. Le gouvernement a pris la responsabilité d'introduire différentes réformes telles qu' allocations pour enfants, congés de maternité, accès au préscolaire pour tous etc…L'institution préscolaire, en Suède, reçoit des enfants âgés de 1 à 5 ans et les classes préscolaires des enfants de 6 ans. Cette structure constitue, depuis 1998, le premier palier du système éducatif avec un programme national relevant du Ministère de l'Education et des Sciences. Les autorités locales ont maintenant 5 ans pour lancer ce programme.Des réformes pour procurer une aide aux familles ont commencé avant la 2e guerre mondiale mais, à cause du fait qu'elles ont culminé pendant une période de rigueur économique, elles ont été vécues par les enseignants comme étant à la fois des améliorations et des menaces. La qualité du préscolaire concerne à la fois le plan national et le plan local ; en fait la plupart des parents s'en contentent. Pour procéder à l'évaluation de la qualité du préscolaire à Gothenburg (la seconde grande ville de Suède), un groupe d'observation s'est développé avec des représentants de 21 arrondissements urbains. Les résultats des analyses de ce groupe sont présentés et discutés dans le présent article. RESUMENEn Suecia la mayoría de los niños pequeños, desde temprana edad, asisten al preescolar. El gobierno ha tomado la responsabilidad introduciendo diferentes reformas tales como asignación por niño; permiso maternal; acceso para todos los niños al nivel preescolar, etc. El nivel Preescolar (en Suecia incluye a niños de 1 a 5 años y la clase preescolar para niños de 6 años) es desde 1998, el primer nivel del sistema educacional que tiene un curriculum nacional ( Ministerio de Educación y Ciencia de Suecia, 1998a). Las autoridades ed...

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The impact of early learning on children's later development a review prepared for the RSA inquiry ‘start right’

Cited by 45 publications

References 27 publications

Untitled

Untitled

O envolvimento da criança na aprendizagem: Construindo o direito de participação

Recent issues in the Swedish preschool

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