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Getting beyond childcare and quality

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... mind, emotions, creativity, history and social identity. ... Oltre la qualit nell'educazione e cura della prima infanzia: I linguaggi dell valutazione' ... – PowerPoint PPT presentation

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Title: Getting beyond childcare and quality


1
Getting beyond childcare and quality
  • Peter Moss
  • Thomas Coram Research Unit
  • Institute of Education University of London

2
Multifunctional servicesfor children 0 to 5
  • The basic form of service for children from
    birth to 5 and their families should be through
    multi-purpose childrens centres offering part
    and full-time care with medical and other
    services to a very local catchment area (Tizard,
    Moss and Perry, 1976)

3
Legacy of the 19th century
  • 19th century
  • crèches for poor working families
  • early education/ kindergartens for middle class
    families
  • Split system of early childhood services
  • childcare education
  • 0-3 3

4
Split system
  • divided departmental responsibility
  • divided structures types of provision
    workforce funding regulation etc. etc.
  • different users and purposes
  • 0-3 services The poor child the substitute
    mother

5
Changing understandings today
  • Of early childhood services
  • complement the home not a substitute
  • multi-purpose for all children and families
  • Of children from birth
  • the rich child, born with a hundred languages,
    active subject, citizen with rights
  • Of the workforce
  • Co-constructors of knowledge reflective
    practitioners researchers

6
The rich child
  • Our image of the child is rich in potential,
    strong, powerful, competent and most of all
    connected to adults and other children(Malaguzzi,
    1993)

7
Beyond childcare tointegrated services
  • for the whole child
  • for the whole community
  • for many purposes (care needs of working parents
    and gender equality, learning, family support,
    production of culture and values, social cohesion
    and solidarity.)
  • multipurpose services for all children

8
Europe has concepts for integrated services
  • Concept of pedagogy
  • theorypracticeprofession
  • careeducationupbringing (erziehung)
  • The pedagogue sets out to address the whole
    child, the child with body, mind, emotions,
    creativity, history and social identity. This is
    not the child only of emotions, the
    psychotherapeutical approach, nor only of the
    body, the medical approach, nor only of the mind,
    the traditional teaching approach

9
European has concepts for integrated services
  • Concept of education in its broadest sense
  • Concept of childrens spaces
  • The concept of childrens spaces understands
    services as environments of many possibilities
    cultural and social, but also economic,
    political, ethical, aesthetic, physical some
    predetermined, others not, some initiated by
    adults, others by children (Moss Petrie, 2002)

10
Europe has examplesof integrated responsibility
  • In welfare
  • Denmark Finland
  • In education
  • Norway, England, Iceland, Scotland, Slovenia,
    Spain, Sweden?Germany, Austria

11
Europe has examples of integrated services
  • Sweden preschools
  • England childrens centres
  • Many more

12
Sweden An integrated early years service
  • 1996 responsibility transferred from welfare to
    education
  • All children entitled to a place from 12 months
  • 81 of 1-5s in services (2003)
  • Under 1s 0 (parental leave)
  • 1-2 45
  • 2-3 87
  • 3-5 86-97

13
Sweden An integrated early years service
  • Common framework for 1-5 year olds
  • Preschool curriculum
  • Funding (2 of GDP)
  • Workforce specialist teacher for 1-5s
  • Preschool (förskola) centre for children under
    and over 3

14
Sweden
  • Enrolling children from age 1 in full-day
    pre-schools has become generally acceptable. What
    was once viewed as either a privilege of the
    wealthy for a few hours a day or an institution
    for needy children has become, after 70 years of
    political vision and policy making, an
    unquestionable right of children and families.
    Parents now expect a holistic pedagogy that
    includes health care, nurturing and education for
    their pre-schoolers (Lenz Taguchi Munkhammar
    (2003)

15
Preschool schoolStrong and equal partnership
  • Announcing the transfer to education, the prime
    minister stated that ECEC should be the first
    step towards realising a vision of lifelong
    learning. He added that the pre-school should
    influence at least the early years of compulsory
    school

16
  • Initiatives taken since have sought to build
    closer links between pre-school, free-time
    services and school, treating all as equal parts
    of the education system.Development work is
    focusing on the integration of pre-school
    pedagogy into primary schools and creating
    pedagogical meeting places between all three
    services (Barbara Martin Korpi)

17
Re-forming the 0-18 workforce
  • Rektors director of a cluster of services,
    including schoolspre-school teacher or school
    teacher or free-time pedagogue
  • 3 professions (pre-school teacher, school
    teacher, free-time pedagogue) 3 trainings?1
    profession and 1 training3½ year training 18
    months shared 24 months specialised

18
EnglandDeveloping an integrated service
  • New childrens agenda
  • All services for children in education
  • All services share 5 outcomes
  • being healthy
  • staying safe
  • enjoying and achieving
  • making a positive contribution
  • economic well-being

19
EnglandDeveloping a new childrens agenda
  • 2010 all schools ?extended schools offering
    range of services (childcare study and leisure
    facilities parenting support etc)
  • 2010 - Childrens Centre for 0-5s in every
    community 3500 by 2010

20
EnglandDeveloping an integrated service
  • Childrens Centres provide range of services
  • early education and childcare
  • family support
  • health services
  • a base for family day carers employment advice
  • support for other nearby services

21
Beyond childcare to integrated services
  • Conditions for integrated services
  • One department responsible
  • One funding system
  • One workforce based on one profession
  • One regulatory framework
  • One image of the child, care, learning
  • One set of coherent objectives

22
Quality Targets in Services for Young Children
  • Aim to implement political objectives of 1992 EU
    Council Recommendation on Childcare
  • Affordability
  • Access (urban/rural special needs)
  • Care and a pedagogical approach
  • Close relations with parents and communities
  • Diversity, flexibility, choice
  • Coherence between services

23
Conditions to achieveobjectives
  • Common policy framework
  • Coordination of responsibility for services
  • Curricular framework
  • Appropriate staffing and staff conditions
  • Appropriate physical environments
  • Infrastructure planning, monitoring, support,
    training, research
  • Adequate financing

24
Quality Targets
  • Criteria for assessing progress in achieving
    objectives
  • Targets achievable in all countries in 10 years
  • Provisional not final targets
  • Method discussion and negotiation by European
    group?targets vary in specificity
  • Inter-dependent cannot choose some but not
    others

25
Quality targets beyond childcare
  • The Network takes the view that from a service
    perspective it is neither necessary or desirable
    to treat (children with employed parents)
    separately from other children. The development
    of services for young children should be based on
    a policy that takes account of all children and
    carers and all their needs
  • EC Childcare Network (1996)

26
Quality Targets in Services for young Children
  • 40 targets in 9 blocks
  • policy finance level and types of services
    education ratios staff employment and
    education environment and health parents and
    community performance

27
Some examples
  • Target 1 coherent statement of intent for care
    and education services to young children 0-6
  • Target 2 one department take responsibility for
    implementing 0-6 policy
  • Target 7 public expenditure on services for
    young children (0-6) not less than 1 of GDP

28
  • Target 16 all collective services for young
    children 0-6should have coherent values and
    objectives including a stated and explicit
    educational philosophy

29
  • Target 25 all qualified staff employed in
    services should be paid the equivalent of
    teachers
  • Target 26 at least 60 staff should have basic
    training of at least 3 years at post-18 level
    (paid at teacher level)
  • Target 29 20 of staff should be men

30
Quality Targets
  • Quality is a relative concept, based on values
    and beliefs
  • Defining quality is a processIt should be
    participatory and democratic involving different
    groups
  • The needs, perspectives and values of these
    groups may sometimes differ
  • Defining quality is a dynamic and continuous
    processnever reaching a final, objective
    statement

31
Beyond quality
  • Beyond Quality in Early Childhood Education and
    Care Postmodern Perspectives
  • Oltre la qualità nelleducazione e cura della
    prima infanzia I linguaggi dell valutazione
  • Quality as one of the languages of evaluation
    one possibility

32
The language of quality
  • Quality is one way of thinking about evaluation
    and what we want - based on
  • universal norms defined and applied by experts
    (structure, process, outcome)
  • values and assumptions universality (beyond
    context), objectivity, indisputable knowledge,
    certainty, closure
  • managerialism

33
The language of quality
  • Own tools and methods, e.g
  • rating scales
  • external inspectors
  • Quality is a language of evaluation that
  • assesses conformity to norms
  • treats evaluation as a technical practice
  • values objectivity, certainty, closure
  • offers a statement of fact

34
The language of meaning making
  • Meaning making is an other way of thinking
    about evaluation and what we want - based on
  • constructing meaning and judgement of value in
    relation with others and to critical questions
  • values and assumptions subjectivity, complexity
    and multiple perspectives, context,
    provisionality
  • democratic participation

35
Language of meaning making
  • Own tools and methods, e.g.
  • pedagogical documentation
  • Meaning making is a language of evaluation
    that
  • interprets practice and judges value
  • treats evaluation as political and ethical
    practice
  • values subjectivity, uncertainty, provisionality
  • offers a judgement of value

36
Pedagogical documentation
  • the creation of diverse documents that make
    practice visible (e.g. written notes, observation
    charts, diaries, and other narrative forms,
    recordings, photographs, slides, and video)
  • visible practice discussed, reflected upon,
    interpreted, evaluated by children, parents,
    practitioners, politicians and others

37
Beyond childcare and quality
  • We have choices
  • We can go beyond childcare ? childrens
    centres
  • We can go beyond quality ? meaning making
  • Opening to change is difficult long-term
    commitment different values critical thinking
    and border crossing tools and support
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