Starting Strong VI: Supporting Meaningful Interactions in Early Childhood Education and Care
Children's learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as "process quality", and leads to a key question - which policies set the best condit...
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2021
|
| Schriftenreihe: | Starting Strong
|
| Schlagworte: | |
| Online-Zugang: | kostenfrei |
| Zusammenfassung: | Children's learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as "process quality", and leads to a key question - which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings |
| Beschreibung: | 1 Online-Ressource (172 Seiten) 21 x 28cm |
| ISBN: | 9789264831278 9789264540316 9789264888654 |
| DOI: | 10.1787/f47a06ae-en |
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| index_date | 2024-07-03T19:34:55Z |
| indexdate | 2024-12-18T19:02:22Z |
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| isbn | 9789264831278 9789264540316 9789264888654 |
| language | English |
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| series2 | Starting Strong |
| spelling | Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care Organisation for Economic Co-operation and Development Paris OECD Publishing 2021 1 Online-Ressource (172 Seiten) 21 x 28cm txt rdacontent c rdamedia cr rdacarrier Starting Strong Children's learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as "process quality", and leads to a key question - which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings Education Australia Canada Ireland Japan Luxembourg Switzerland https://doi.org/10.1787/f47a06ae-en Verlag kostenfrei Volltext |
| spellingShingle | Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care Education Australia Canada Ireland Japan Luxembourg Switzerland |
| title | Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care |
| title_auth | Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care |
| title_exact_search | Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care |
| title_exact_search_txtP | Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care |
| title_full | Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care Organisation for Economic Co-operation and Development |
| title_fullStr | Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care Organisation for Economic Co-operation and Development |
| title_full_unstemmed | Starting Strong VI Supporting Meaningful Interactions in Early Childhood Education and Care Organisation for Economic Co-operation and Development |
| title_short | Starting Strong VI |
| title_sort | starting strong vi supporting meaningful interactions in early childhood education and care |
| title_sub | Supporting Meaningful Interactions in Early Childhood Education and Care |
| topic | Education Australia Canada Ireland Japan Luxembourg Switzerland |
| topic_facet | Education Australia Canada Ireland Japan Luxembourg Switzerland |
| url | https://doi.org/10.1787/f47a06ae-en |