Early childhood education and care in England

Phi Delta Kappan

Volumn 83, Issue 3, 1999, Pages 216-225

  Lubeck, Sally ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0007157702     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170108300311     Document Type: Article

References (50)

1. Tony Bertram and Christine Pascal, Early Childhood Education and Care in the United Kingdom: OECD Background Report (Paris: Organisation for Economic Co-operation and Development, 1999), p. 51. Much of the information cited in this article is taken from this report and from Early Childhood Education and Care Policy in the United Kingdom: OECD Country Note (Paris: OECD, 2000). Only direct quotations will be noted.
2. Tony Bertram and Christine Pascal, Early Childhood Education and Care in the United Kingdom: OECD Background Report (Paris: Organisation for Economic Co-operation and Development, 1999), p. 51. Much of the information cited in this article is taken from this report and from Early Childhood Education and Care Policy in the United Kingdom: OECD Country Note (Paris: OECD, 2000). Only direct quotations will be noted.
3. Margy Whalley, Learning to Be Strong: Setting Up a Neighbourhood Service for Under Fives and Their Families (London: Hodder and Stoughton, 1994), p. 21.
4. This statement was adapted from the Plowden Report, which borrowed it from John Dewey, "The School and Society," in The Child and the Curriculum (Chicago: University of Chicago Press, 1956), p. 7. Dewey refers to the community rather than the nation.
5. Nancy Robinson et al., A World of Children: Daycare and Preschool Institutions (Monterey, Calif.: Brooks/Cole Publishing, 1979). Other more recent resources include Sheila Kamerman, "Early Childhood Education and Care: An Overview of Developments in the OECD Countries," International Journal of Educational Research, vol. 33, 2000, pp. 7-29; Pamela Oberhuemer and Michaela Ulich, Working with Young Children in Europe: Provision and Staff Training (London: Paul Chapman, 1997); and Helen Penn, How Should We Care for Babies and Toddlers? An Analysis of Practice in Out-of-Home Care for Children Under Three (Toronto: Center for Urban & Community Studies, 1999).
6. Nancy Robinson et al., A World of Children: Daycare and Preschool Institutions (Monterey, Calif.: Brooks/Cole Publishing, 1979). Other more recent resources include Sheila Kamerman, "Early Childhood Education and Care: An Overview of Developments in the OECD Countries," International Journal of Educational Research, vol. 33, 2000, pp. 7-29; Pamela Oberhuemer and Michaela Ulich, Working with Young Children in Europe: Provision and Staff Training (London: Paul Chapman, 1997); and Helen Penn, How Should We Care for Babies and Toddlers? An Analysis of Practice in Out-of-Home Care for Children Under Three (Toronto: Center for Urban & Community Studies, 1999).
7. Nancy Robinson et al., A World of Children: Daycare and Preschool Institutions (Monterey, Calif.: Brooks/Cole Publishing, 1979). Other more recent resources include Sheila Kamerman, "Early Childhood Education and Care: An Overview of Developments in the OECD Countries," International Journal of Educational Research, vol. 33, 2000, pp. 7-29; Pamela Oberhuemer and Michaela Ulich, Working with Young Children in Europe: Provision and Staff Training (London: Paul Chapman, 1997); and Helen Penn, How Should We Care for Babies and Toddlers? An Analysis of Practice in Out-of-Home Care for Children Under Three (Toronto: Center for Urban & Community Studies, 1999).
8. Nancy Robinson et al., A World of Children: Daycare and Preschool Institutions (Monterey, Calif.: Brooks/Cole Publishing, 1979). Other more recent resources include Sheila Kamerman, "Early Childhood Education and Care: An Overview of Developments in the OECD Countries," International Journal of Educational Research, vol. 33, 2000, pp. 7-29; Pamela Oberhuemer and Michaela Ulich, Working with Young Children in Europe: Provision and Staff Training (London: Paul Chapman, 1997); and Helen Penn, How Should We Care for Babies and Toddlers? An Analysis of Practice in Out-of-Home Care for Children Under Three (Toronto: Center for Urban & Community Studies, 1999).
9. Robinson et al., p. 108.
10. Early Childhood Education and Care Policy in the United States of America: OECD Country Note (Paris: OECD, 2000), p. 18.
11. Starting Strong: Early Childhood Education and Care (Paris: OECD, 2001). In this special section, Michelle Neuman and John Bennett (p. 246) provide a summary of this report. Background reports and country notes for the participating countries can be accessed on the Web at www.oecd.org.
12. Making the Most of the National Childcare Strategy (London: Daycare Trust, 1999).
13. Bertram and Pascal, p. 21.
14. Working Wonders: Quality Staff, Quality Services (London: Daycare Trust, 1997).
15. Doreen McCalla-Chen, Helen Penn, and Chris Dover, Nurseries for Local Communities: The History and Prospects for Neighbourhood (London: National Children's Bureau, forthcoming).
16. Gillian Prior, Gill Courtney, and Emily Charkin, Second Survey of Parents of Three and Four Year Old Children and Their Use of Early Years Services (London: Department for Education and Employment, Research Report RR120, 1999).
17. McCalla-Chen, Penn, and Dover, op. cit.
18. Peter Moss, "Renewed Hopes and Lost Opportunities: Early Childhood in the Early Years of the Labour Government," Cambridge Journal of Education, vol. 29, 1999, pp. 229-38.
19. Personal communication, Department for Education and Employment administrator, December 1999.
20. See Christine Pascal et al., The Effective Early Learning Project: A Professional Development Programme (Worcester: Amber Publications, 1997).
21. Opportunity for All: Tackling Poverty and Social Exclusion (London: Department for Social Services, 1999). According to the relative rates reported by UNICEF, the child poverty rate of 37% in the U.K. was effectively reduced to 19% by taxes and transfers; the comparable figures for the U.S. were 27% and 24% respectively. See A League Table of Child Poverty in Rich Countries (Florence: UNICEF Innocenti Centre, 2000), reprinted in Starting Strong, p. 35.
22. Opportunity for All: Tackling Poverty and Social Exclusion (London: Department for Social Services, 1999). According to the relative rates reported by UNICEF, the child poverty rate of 37% in the U.K. was effectively reduced to 19% by taxes and transfers; the comparable figures for the U.S. were 27% and 24% respectively. See A League Table of Child Poverty in Rich Countries (Florence: UNICEF Innocenti Centre, 2000), reprinted in Starting Strong, p. 35.
23. See, for example, Sheldon Danziger and Peter Gottshank, America Unequal (Cambridge, Mass.: Harvard University Press, 1995), chap. 3.
24. Sure Start: A Guide for Second-Wave Programmes (London: Department for Education and Employment, 1999), p. 2.
25. Robin Alexander, Culture and Pedagogy: International Comparisons in Primary Education (London: Blackwell, 2000), p. 103. By his count, the U.S. has one federal, 50 state, and 83,000 local governments.
26. Ibid., p. 122.
27. Making the Most of the National Childcare Strategy, p. 4.
28. Margaret Hodge, "Closing Speech," Conference on Children, Family, and the Community: Sharing Best Practice in Early Education and Care: The U.K. and International Experience, London, 28 February 2001.
29. Making the Most of the National Childcare Strategy, p. 1.
30. Early Learning Goals (London: Qualifications and Curriculum Authority, 1999); Curriculum Guidance for the Foundation Stage (London: QCA, 2000); and Early Years Education, Childcare, and Playwork: A Framework of Nationally Accredited Qualifications (London: QCA, 1999).
31. Early Learning Goals (London: Qualifications and Curriculum Authority, 1999); Curriculum Guidance for the Foundation Stage (London: QCA, 2000); and Early Years Education, Childcare, and Playwork: A Framework of Nationally Accredited Qualifications (London: QCA, 1999).
32. Early Learning Goals (London: Qualifications and Curriculum Authority, 1999); Curriculum Guidance for the Foundation Stage (London: QCA, 2000); and Early Years Education, Childcare, and Playwork: A Framework of Nationally Accredited Qualifications (London: QCA, 1999).
33. Alexander, p. 142.
34. Early Learning Goals, p. 27.
35. Working Wonders, p. 3.
36. Early Childhood Education and Care Policy in the United Kingdom: OECD Country Note, p. 20.
37. See, for example, Eric Bredo and Walter Feinberg, Knowledge and Values in Social and Educational Research (Philadelphia: Temple University Press, 1982); Stephen Kemmis, "Action Research and the Politics of Reflection," in David Boud, Rosemary Keogh, and David Walker, eds., Reflection: Turning Experience into Learning (London: Croom Helm, 1985), pp. 139-64; and Sally Lubeck, "Nested Contexts," in Lois Weis, ed., Class, Race, and Gender in American Education (Albany: SUNY Press, 1988), pp. 43-62.
38. See, for example, Eric Bredo and Walter Feinberg, Knowledge and Values in Social and Educational Research (Philadelphia: Temple University Press, 1982); Stephen Kemmis, "Action Research and the Politics of Reflection," in David Boud, Rosemary Keogh, and David Walker, eds., Reflection: Turning Experience into Learning (London: Croom Helm, 1985), pp. 139-64; and Sally Lubeck, "Nested Contexts," in Lois Weis, ed., Class, Race, and Gender in American Education (Albany: SUNY Press, 1988), pp. 43-62.
39. See, for example, Eric Bredo and Walter Feinberg, Knowledge and Values in Social and Educational Research (Philadelphia: Temple University Press, 1982); Stephen Kemmis, "Action Research and the Politics of Reflection," in David Boud, Rosemary Keogh, and David Walker, eds., Reflection: Turning Experience into Learning (London: Croom Helm, 1985), pp. 139-64; and Sally Lubeck, "Nested Contexts," in Lois Weis, ed., Class, Race, and Gender in American Education (Albany: SUNY Press, 1988), pp. 43-62.
40. Martin Carnoy, Globalization and Educational Reform: What Planners Need to Know, vol. 63 (Paris: UNESCO International Institute of Educational Planning, 1999).
41. Opportunity for All.
42. Sure Start, p. 4.
43. "The Convention on the Rights of the Child," 1989, is available on the UNICEF website at www.unicef.org/crc/fulltext.htm.
44. Starting Strong, pp. 34-38.
45. Amy Gutmann, Democratic Education (1987; reprint Princeton, N.J.: Princeton University Press, 1999), p. 287.
46. Robert Putnam, Bowling Alone: The Collapse and Revival of American Community (New York: Simon & Schuster, 2000).
47. Alexander, chap. 6.
48. See, for example, NCATE Program Standards: Initial and Advanced Programs in Early Childhood Education (Washington, D.C.: National Association for the Education of Young Children, 2000); National Research Council, Eager to Learn (Washington, D.C.: National Academy Press, 2001); and National Research Council, Preventing Reading Difficulties in Young Children (Washington, D.C.: National Academy Press, 1998).
49. See, for example, NCATE Program Standards: Initial and Advanced Programs in Early Childhood Education (Washington, D.C.: National Association for the Education of Young Children, 2000); National Research Council, Eager to Learn (Washington, D.C.: National Academy Press, 2001); and National Research Council, Preventing Reading Difficulties in Young Children (Washington, D.C.: National Academy Press, 1998).
50. See, for example, NCATE Program Standards: Initial and Advanced Programs in Early Childhood Education (Washington, D.C.: National Association for the Education of Young Children, 2000); National Research Council, Eager to Learn (Washington, D.C.: National Academy Press, 2001); and National Research Council, Preventing Reading Difficulties in Young Children (Washington, D.C.: National Academy Press, 1998).