Early Childhood Care and Education: International by Edward Melhuish, Konstantinos Petrogiannis

By Edward Melhuish, Konstantinos Petrogiannis

During the global the variety of operating moms with children has persevered to develop. This has vital outcomes for social coverage judgements, quite within the fields of parental depart, childcare and pre-school companies provision. a few nations are way more winning at combining top of the range early formative years providers with excessive probabilities of moms in employment, while others proceed to fight. This edited quantity examines the ways that diversified nations the world over are tackling early adolescence companies and the way those prone have an effect on younger children’s studies and improvement, for higher and worse. many of the habitual questions of childcare provision are tackled, together with: Is pre-school childcare unsafe to youngsters? Does the standard of childcare subject? Why are a few international locations succeeding in delivering caliber childcare prone, and others aren't? How do we most sensible organise parental go away, employment laws and childcare provision?

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Educational activities and the professional needs of the caregivers were considered to be secondary priorities. Such findings are consistent with the work of Tsiantis et al. (1988), and the later work of Mantziou (2001) in northern Greece, although with slightly higher overall scores in ECERS. Petrogiannis (1995) found an overall low quality of childcare in 25 centres in Athens. The highest quality score was given for social interaction, as found in the Lambidi and Polemi-Todoulou study (1992a, b).

According to Mantziou, the children in lower quality care asked a limited number of ‘substantial’ questions for a number of reasons: the ‘climate’ of the classroom did not promote interaction between the children; nursery teachers used an ‘authoritative’ style to control children’s behaviour, a finding that agrees with earlier studies (Papaprokopiou, 2003); nursery teachers displayed a lack of the appropriate pedagogical knowledge and techniques needed to provoke different kinds of questions; and nursery teachers had low expectations of the children’s questioning abilities.

The history of early care and education in Greece starts in the 1830s with the charitable formation of orphanages. Before 1995 early childhood care and education institutions went through five phases of development (Papathanassiou, 1997) and by 1996 we were in a sixth phase following the transfer of the former state nurseries to local authorities. There are four kinds of early childhood care and education institutions that can be loosely divided into two categories: very early childcare for children from as young as two months; and care and education for slightly older children.

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