Emma Pearson

Is something better than nothing? An evaluation of early childhood programs in Cambodia.

This study evaluated the relative effectiveness of home-based, community-based, and state-run early childhood programs across Cambodia. A total of 880 five-year-olds (55% girls) from 6 rural provinces in Cambodia attending State Preschools, Community Preschools, Home-Based Programs, or no programs were assessed twice using the Cambodian Developmental Assessment Test. Controlling for baseline differences, children who participated in any early childhood programs performed significantly better in posttest than those of children who did not participate in any programs. Children in State Preschools scored significantly higher than those in either Community Preschools or Home-Based Programs; scores did not differ as a function of attending Community Preschools or Home-Based Programs. The results indicate that some preschool experience is better than none at all.

Preschool Pedagogy: A Fusion of Traditional Chinese Beliefs and Contemporary Notions of Appropriate Practice

This chapter considers pedagogical practices in Hong Kong kindergartens. First, it addresses some macro-level changes which have influenced classroom practice. Second, it considers how professional knowledge about early instruction, educational policy and traditional cultural beliefs about learning have affected teacher-child interactions. Next, through the use of examples, the chapter illustrates current and emerging pedagogical practices in kindergartens and discusses the role of various culturalcontextual factors in shaping the form of early childhood pedagogy. Finally, it argues that a distinct Hong Kong-Chinese early childhood pedagogy is discernible from systematic observations of classroom practice.

Early Childhood Education Policy Reform in Hong Kong: Challenges in Effecting Change in Practices

T he same factors appear to drive early childhood policy in all parts of the world, including the importance accorded to early childhood education, national goals, governments’ beliefs about their role in the early care and education of young children, governments’ regulations of early childhood services, and the background and characteristics of stakeholders. Early childhood education is also embedded in, and molded by, the social and cultural context in which it occurs. This article highlights the role of both social and political forces in shaping early childhood education policy and practice in Hong Kong. Until recently, early childhood education in Hong Kong, as in many other nations, operated outside the boundaries of formal government policy. A turning point for early childhood policy in Hong Kong came, however, with the publication of proposals for education reform in 2000. This transformation was presaged by comments made by the Chief Executive C. H. Tung in his inaugural speech following Hong Kong’s return to China after 100 years of British colonial rule (“Reunion assures better future,” 1997). In the speech, C. H. Tung highlighted his commitment to enhancing the quality of education in Hong Kong in order to ensure the existence of a well-rounded, highly skilled, and innovative workforce. As a result, Hong Kong’s education system has been subject to dramatic policy initiatives. Based on principles outlined in a blueprint of reforms published by the Hong Kong government in 2000, Hong Kong’s schools are currently evolving from teacher-didactic, examination-oriented institutes into student-oriented, democratic learning centers. The authors will examine the implications of these recent reforms for the early childhood sector. Various challenges faced by stakeholders also will be addressed. Perhaps the most significant of these is a clash between traditional and contemporary attitudes towards education, and an underestimation of the potent force of sociopolitical and cultural ideals in shaping beliefs about the nature and outcome of education. Based on principles

Education for Sustainable Development in Early Childhood Education: A Global Solution to Local Concerns?

SummaryThis paper makes the case that Education for Sustainable Development (ESD) offers the field of early childhood a valuable base upon which to begin addressing some substantial contemporary concerns. In the paper, we outline key recent developments in the field of early childhood, particularly those related to globalisation and the spread of European American ideals. Yet ESD promotes the incorporation of local and indigenous understandings in formal education. We propose that, given; (i) broadening appreciation of the reality that early childhood education is characterised by diversity in early values and practices across sociocultural contexts, and; (ii) global interest in and commitment to early childhood education, the field is not only in need of, but also well-placed to adopt this key principle of ESD.RésuméCet article soutien que l’éducation pour le développement durable (EDD) offre au secteur de la petite enfance une base valable sur laquelle s’appuyer pour aborder des considérations contemporaines. Dans cet article, nous soulignons les récents développements dans le champ de la petite enfance, en particulier ceux liés à la mondialisation et à la diffusion des idéaux américains européens. Pourtant, l’EDD fournit des moyens pour favoriser l’intégration des questions locales et indigènes dans l’enseignement formel. Nous proposons que puisque; (i) l’éducation de la petite enfance est caractérisée par une diversité de valeurs et de pratiques à travers des contextes socioculturels, et; (ii) l’intérêt et l’engagement dans l’éducation de la petite enfance, le champ a non seulement besoin de, mais est également bien placé pour adopter ces principes d’EDD.ResumenEste artículo destaca que la educación para el desarrollo sustentable (ESD) ofrece al campo de la niñez temprana una base valiosa sobre la cual comenzar a analizar algunas preocupaciones contemporáneas sustenaciales. En el artículo, se delinean algunos desarrollo recientes claves en el campo de la niñez temprana, particularmente aquellos relacionados con la globalización y el esparcimiento de los ideales americanos y europeos. El ESD por otra parte, promueve la incorporación del entendimiento local e indígena en la enseñanza convencional. Proponemos apoyar estas ideas puesto que se destaca (i) uan apreciación mas amplia de la realidad, aspecto por el que la educación de la niñez temprana es caracterizada: la diversidad en valores y prácticas tempranas en los diferentes contextos socioculturales, y; (ii) el interés global y el compromiso con la educación de la niñez temprana, permite aprecair que el campo está no sólo necesitando, sino también bien situado para adoptar este principio dominante de ESD.

Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships

Abstract This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies.

Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

This article seeks to draw attention to ways in which culturally based values and practices can and should influence implementation of globalised approaches to early childhood education and care across diverse contexts. Recent discussions have drawn attention to complexities associated with assimilation of globalised notions across diverse cultural contexts. This article is situated within such discussions, highlighting patterns of differentiation in the spread of globalisation across aspects of policy and practice. The articles position is that wider promotion of such patterns, as processes through which local values might mediate the impact of globalisation on early childhood services, will support avoidance of global ‘recolonisation’ of policy and practice. To illustrate, the article draws on examples from Hong Kong, where wide-ranging educational reforms were implemented following withdrawal of the British colonial government in 1997. A range of mixed responses to the reforms has prompted valuable discussions around challenges associated with framing educational development around globalised ideals. These responses are taken as a basis from which to suggest that, while governments across the globe may share a commitment to key goals for early childhood, local values can and should inform approaches to achieving such goals at the level of everyday practice.

Towards Wawasan Brunei 2035: Early Childhood Education and Development in Brunei Darussalam

Asia’s early childhood education policies and development are still relatively new compared to European countries. Brunei Darussalam is no exception. However, Brunei may be of interest to international readers because of recent developments in the provision of formalised early childhood care and education. Brunei’s National Vision, known as Wawasan 2035, is an ambitious national agenda which supports the formal education system, among others, with specific emphasis on early childhood education and care as part of the strategic role of education. Brunei’s national goals are unique due to its widespread consultation with the citizens, on which they are built, as well as their attempt to balance modernisation with parallel efforts to retain essential cultural and spiritual values. Government commitment to this particular agenda has been forthcoming both in terms of changes in policy, ongoing supported efforts to upgrade the quality of teaching and learning in existing government preschools and funding for innovative approaches to expanding early childhood care and education.

Building Quality Early Childhood Education from the Ground Up: Teacher Preparation in Vanuatu

Across the Asia Pacific region (indeed, on a global scale), formalised provision of early childhood care and education has expanded exponentially during the past two to three decades. Through its history, formalised early childhood care has served a range of purposes, from providing care for young children while their parents work, to being a site for religious ministry. In the twenty first century, the field is driven primarily by growing acknowledgment of the important role of early childhood services in supporting young children’s growth and development and, in turn, shaping the development of healthy societies. This is reflected in messages regarding both the economic benefits of investing in early childhood and the costs of failing to do so (e.g. Heckman and Masterov, The productivity argument for investing in young children.Chicago: Invest in Kids Working Group, Committee for Economic Development, 2004; Rao and Jin, Early childhood care and education in the Asia Pacific region: Moving towards goal 1. UNESCO, 2010; Neuman and Bennett, Starting strong: Early childhood education and care. Paris: OECD. 2001) and powerful rhetoric from International Non-Government agencies (INGO’s) that urges countries to invest inexpanding access to early education opportunities (e.g. UNESCO’s Education For All initiative; Baba and Puamau, Journal of Educational Studies, 21, 31–50, 1999). Related to these, the international Education for All (EFA) agenda (UNESCO, EFA global monitoring report 2007, strong foundations: Early childhood care and education. Paris: UNESCO, 2006) and targets for human development defined by the Millennium Development Goals (MDG’s), have stimulated rapid growth in early education and care services in most countries across the Asia Pacific region over the past two decades.

Early Education and Care in the World Regions

This article is a revision of the previous edition article by J. Bennett, volume 6, pp. 3934–3939,

Achieving Inclusion by Targeting Children and Families in Hard to Reach Communities: Innovations From Cambodia and the Philippines

Inclusion, like so many terms in education and child development, has diverse definitions and interpretations. Fortunately, inclusion is itself an inclusive term. In some countries, the term might be used to refer to the inclusion of students with special needs in school, family, and community life; in others, inclusive approaches are undertaken to ensure access to education by children from minority groups or those who are living in remote areas. In this article, the author discusses inclusion in terms of achieving universalization and equity in education. She uses case studies of nontraditional early education delivery in Cambodia and the Philippines as examples of how nations and communities around the world can meet the need for inclusion in innovative ways, even in resource-constrained contexts.