000			03880nam a22005295i 4500
001			978-3-319-39847-1
003			DE-He213
005			20190313085135.0
007			cr nn 008mamaa
008			160729s2016 gw | s |||| 0|eng d
020			_a9783319398471 _9978-3-319-39847-1
024	7		_a10.1007/978-3-319-39847-1 _2doi
050		4	_aLB1101-1139
072		7	_aJNLA _2bicssc
072		7	_aEDU023000 _2bisacsh
082	0	4	_a372.21 _223
100	1		_aBertram, Tony. _eauthor.
245	1	0	_aEarly Childhood Policies and Systems in Eight Countries _h[electronic resource] : _bFindings from IEA's Early Childhood Education Study / _cby Tony Bertram, Chris Pascal.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2016.
300			_aXII, 194 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_a1. Summary of Key Findings -- 2. Introduction -- 3. Overview of the Structures of the Early Childhood Education and Care Systems in the Participating Countries.-4. Public Policy -- 5. Delivery Models and Providers -- 6. Participation and Enrollment -- 7. Supporting Quality in ECE -- 8. Expectations for Child Outcomes, Assessment and Reporting -- 9. Individual Country Profiles -- 10. Final Reflections: Emerging Policy Issues -- References -- Appendices.
506	0		_aOpen Access
520			_aThis report provides an overview of policy strategies on early childhood education settings (from birth to primary schooling) in eight countries. Data were collected using a policy questionnaire addressed to and completed by the National Research Coordinator(s) (NRC) of Chile, the Czech Republic, Denmark, Estonia, Italy, Poland, the Russian Federation and the United States. The countries that participated provide interesting illustrations of early childhood education policy in action in a range of diverse contexts. Analysis of the systemic and structural results of ECE policy at national and, where necessary, subnational levels, enables transnational comparisons in policy and systems. Key policy changes, both underway and planned, are documented. These data reveal key findings in each of the five policy areas as covered in the questionnaire and this report: public policy; delivery models and providers; participation and enrollment; quality assurance systems; and expectations for child outcomes. In particular, the study aims to provide meaningful information for countries, states and jurisdictions across the world in relation to early childhood education, mapping the systems, structures and user pathways in place, along with the perceptions of stakeholders about the system, its functioning and impact. This comprehensive assessment of the wider policy contexts and settings for early childhood education includes teacher/practitioner qualifications, pedagogy approaches, and opportunities for professional development. Such information will enable countries to review their early childhood education systems in an international context.
650		0	_aEducation.
650		0	_aInternational education.
650		0	_aComparative education.
650		0	_aEducational policy.
650		0	_aducation and state.
650		0	_aAssessment.
650		0	_aChild development.
650	1	4	_aEducation.
650	2	4	_aChildhood Education.
650	2	4	_aAssessment, Testing and Evaluation.
650	2	4	_aEducational Policy and Politics.
650	2	4	_aInternational and Comparative Education.
700	1		_aPascal, Chris. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9783319398464
856	4	0	_uhttp://dx.doi.org/10.1007/978-3-319-39847-1
912			_aZDB-2-EDA
999			_c48411 _d48411