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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

Publikation: Bidrag til bog/antologi/rapport/proceeding › Bidrag til bog/antologi › Forskning › peer review

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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. / Rothe, Antje; Moloney, Mary; Sims, Margaret et al.

The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses. Springer, 2022. s. 67-88 (Educating the Young Child, Bind 18).

Publikation: Bidrag til bog/antologi/rapport/proceeding › Bidrag til bog/antologi › Forskning › peer review

Harvard

Rothe, A, Moloney, M, Sims, M, Calder, P, Blyth, D, Boyd, W, Doan, L, Dovigo, F, Girlich, S, Georgiadou, S, Kakana, D, Mellon, C, Opazo, MJ, O’Síoráin, CA, Quinn, M, Rogers, M, Silberfeld, C & Tadeu, B 2022, Lessons from the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sector Across Ten Countries. i The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses. Springer, Educating the Young Child, bind 18, s. 67-88. https://doi.org/10.1007/978-3-030-96977-6_4

APA

Rothe, A., Moloney, M., Sims, M., Calder, P., Blyth, D., Boyd, W., Doan, L., Dovigo, F., Girlich, S., Georgiadou, S., Kakana, D., Mellon, C., Opazo, M. J., O’Síoráin, C. A., Quinn, M., Rogers, M., Silberfeld, C., & Tadeu, B. (2022). Lessons from the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sector Across Ten Countries. I The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses (s. 67-88). Springer. Educating the Young Child Bind 18 https://doi.org/10.1007/978-3-030-96977-6_4

CBE

Rothe A, Moloney M, Sims M, Calder P, Blyth D, Boyd W, Doan L, Dovigo F, Girlich S, Georgiadou S, et al. 2022. Lessons from the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sector Across Ten Countries. I The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses. Springer. s. 67-88. (Educating the Young Child, Bind 18). https://doi.org/10.1007/978-3-030-96977-6_4

MLA

Rothe, Antje et al. "Lessons from the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sector Across Ten Countries". The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses. Springer. (Educating the Young Child, Bind 18). 2022, 67-88. https://doi.org/10.1007/978-3-030-96977-6_4

Vancouver

Rothe A, Moloney M, Sims M, Calder P, Blyth D, Boyd W et al. Lessons from the COVID-19 Pandemic: A Qualitative Study of Government Policies Relating to the Early Childhood Sector Across Ten Countries. I The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses. Springer. 2022. s. 67-88. (Educating the Young Child, Bind 18). doi: 10.1007/978-3-030-96977-6_4

Author

Rothe, Antje ; Moloney, Mary ; Sims, Margaret et al. / Lessons from the COVID-19 Pandemic : A Qualitative Study of Government Policies Relating to the Early Childhood Sector Across Ten Countries. The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses. Springer, 2022. s. 67-88 (Educating the Young Child, Bind 18).

Bibtex

@inbook{26d489c43fca41df94c586084bada573,

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

abstract = "The relationship between early childhood education and care (ECEC, birth to 8 years), children{\textquoteright}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.",

keywords = "Auto-ethnography, COVID-19 pandemic, Early childhood education and care, Professionalism and professionalisation, Qualitative study, Samfund/samtid, Early childhood",

author = "Antje Rothe and Mary Moloney and Margaret Sims and Pamela Calder and Doreen Blyth and Wendy Boyd and Laura Doan and Fabio Dovigo and Sarah Girlich and Sofia Georgiadou and Domna Kakana and Conor Mellon and Opazo, {Mar{\'i}a Jos{\'e}} and O{\textquoteright}S{\'i}or{\'a}in, {Carol Ann} and Marian Quinn and Marg Rogers and Carolyn Silberfeld and B{\'a}rbara Tadeu",

note = "Publisher Copyright: {\textcopyright} 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.",

year = "2022",

month = jul,

doi = "10.1007/978-3-030-96977-6_4",

language = "English",

isbn = "978-3-030-96976-9",

series = "Educating the Young Child",

publisher = "Springer",

pages = "67--88",

booktitle = "The Impact of COVID-19 on Early Childhood Education and Care",

address = "Netherlands",

}

RIS

TY - CHAP

T1 - Lessons from the COVID-19 Pandemic

T2 - A Qualitative Study of Government Policies Relating to the Early Childhood Sector Across Ten Countries

AU - Rothe, Antje

AU - Moloney, Mary

AU - Sims, Margaret

AU - Calder, Pamela

AU - Blyth, Doreen

AU - Boyd, Wendy

AU - Doan, Laura

AU - Dovigo, Fabio

AU - Girlich, Sarah

AU - Georgiadou, Sofia

AU - Kakana, Domna

AU - Mellon, Conor

AU - Opazo, María José

AU - O’Síoráin, Carol Ann

AU - Quinn, Marian

AU - Rogers, Marg

AU - Silberfeld, Carolyn

AU - Tadeu, Bárbara

PY - 2022/7

Y1 - 2022/7

N2 - 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.

AB - 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.

KW - Auto-ethnography

KW - COVID-19 pandemic

KW - Early childhood education and care

KW - Professionalism and professionalisation

KW - Qualitative study

KW - Samfund/samtid

KW - Early childhood

UR - http://www.scopus.com/inward/record.url?scp=85134007562&partnerID=8YFLogxK

U2 - 10.1007/978-3-030-96977-6_4

DO - 10.1007/978-3-030-96977-6_4

M3 - Book chapter

AN - SCOPUS:85134007562

SN - 978-3-030-96976-9

T3 - Educating the Young Child

SP - 67

EP - 88

BT - The Impact of COVID-19 on Early Childhood Education and Care

PB - Springer

ER -