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Lessons from the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sector Across Ten Countries

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Dokumenter

DOI

  • Antje Rothe, Leibniz University Hannover
  • ,
  • Mary Moloney, University of Limerick
  • ,
  • Margaret Sims, Macquarie University
  • ,
  • Pamela Calder, London South Bank University
  • ,
  • Doreen Blyth, Educational Leaders Association
  • ,
  • Wendy Boyd, Southern Cross University
  • ,
  • Laura Doan, Thompson Rivers University
  • ,
  • Fabio Dovigo
  • Sarah Girlich, State Institute of Language Promotion in Early Childhood Education (LakoS)
  • ,
  • Sofia Georgiadou, Aristotle University of Thessaloniki
  • ,
  • Domna Kakana, Aristotle University of Thessaloniki
  • ,
  • Conor Mellon, National College of Ireland
  • ,
  • María José Opazo, Universidad Austral de Chile
  • ,
  • Carol Ann O’Síoráin, Hibernia College
  • ,
  • Marian Quinn, Munster Technological University
  • ,
  • Marg Rogers, University of New England NSW
  • ,
  • Carolyn Silberfeld, Anglia Ruskin University
  • ,
  • Bárbara Tadeu, University of Porto

The relationship between early childhood education and care (ECEC, birth to 8 years), children’s lifelong learning trajectory and the economy is undisputed. This relationship was particularly apparent during the COVID-19 pandemic. Using an auto-ethnographical study, this chapter discusses government responses across 10 countries: Australia, Canada, Chile, Denmark, England, Germany, Greece, Ireland, Italy and Portugal reveal much about the perceptions of children and their early childhood professionals from a political, social and economic stance. The chapter interrogates how government responses situate children and early childhood professionals within the educational landscape in the countries studied and asks how it shapes early childhood education in particular. It illustrates that Governments overall, in the countries studied, did not recognise ECEC as fundamental to the educational continuum. In looking to the future, we question how early childhood education should develop to prepare children for the times we live in so that children are able to flourish and shape future societies with confidence and purpose. Finally, we ask whether the pandemic could possibly see the dawn of a new era in knowledge and understanding of the centrality of Early Childhood Education and Care.

OriginalsprogEngelsk
TitelThe Impact of COVID-19 on Early Childhood Education and Care : International Perspectives, Challenges, and Responses
Antal sider22
ForlagSpringer
Udgivelsesårjul. 2022
Sider67-88
ISBN (trykt)978-3-030-96976-9
ISBN (Elektronisk)978-3-030-96977-6
DOI
StatusUdgivet - jul. 2022
SerietitelEducating the Young Child
Vol/bind18
ISSN2543-0610

Bibliografisk note

Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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