Implications of Full Day Kindergarten Program Policy on Early Childhood Pedagogy and PracticeReport as inadecuate




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International Journal of Child Care and Education Policy

, Volume 5, Issue 2, pp 33–45

First Online: 20 February 2015

Abstract

The government of Ontario is instituting a comprehensive early learning system that moves childcare and the caring profession into the realm of education through the integration of early education and care. This paper highlights the need for the preservation of care and nurturing, the hallmarks of the -caring profession- within the integrated staff team in Full Day Early Learning in Ontario to ensure quality early child development outcomes and the prevention of the -schoolification- of early learning and care programs. Caring and nurturing are important elements of early childhood education practice and form the basis of effective early child development programs. The value of care in early learning, and recognition for the capacities that ECEs bring to integrated staff teams in early education must be reflected in education policy at a team, school, organizational and systems level to ensure successful staff integration and a caring learning environment that contributes to positive child outcomes.

Key wordsearly learning policy integrated staff team schoolification of care  Download fulltext PDF



Author: Romona Gananathan

Source: https://link.springer.com/







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