Monetary Policy and Inflation Divergences in a Heterogeneous Monetary Union

It is widely recognized that the Euro area is an asymmetric monetary union which assembles countries with heterogeneous structures on financial, goods and labour markets stricken by asymmetric shocks. However, the main objective of the European Central Bank (ECB) is to preserve price stability for the euro area as a whole, and the ECB pays most of its attention to union-wide output and (principally) inflation, neglecting, at least on the level of principles, inflation and output divergences in union. In this paper, we wonder, at a theoretical level, about the social loss associated with such an objective based on aggregate magnitudes, and we search for solutions, namely an “optimal” contract for a common central bank. We show in particular that it is not necessarily a good thing that a common central bank worries about inflation divergences without being concerned about output divergences in union.Monetary Policy ; Monetary Union ; Heterogeneity, Optimal Contract ; Inflation Divergences

Monetary policy transmission asymmetries in a heterogeneous monetary union: a simple contractual solution

In this paper, we show that imposing linear penalties on inflation and income divergences to a common central bank could be an interesting solution to stabilization problems in a heterogeneous monetary Union. We find an “optimal contract†for monetary policy which enforces the optimal solution for maximizing Union-wide welfare. This contract may provide a good institutional response to stabilization problems raised by monetary policy transmission asymmetries, as described in De Grauwe & Senegas (2004).

THE CONTRIBUTION OF ALL-DAY SCHOOLS TO THE DEVELOPMENT OF SOCIAL SKILLS OF PUPILS: THE CASE OF TRANSITION FROM PRESCHOOL TO PRIMARY SCHOOL

The purpose of this study was to investigate the relationship among children’s attendance of all-day preschool centers and their social acceptance and popularity in the first, second and third grade of primary school. The results were collated using a combination of two methods, a sociometric nomination test and the Teacher-Child Rating Scale (TCRS). 281 students from the first, second and third grade of public primary schools from the region of Western Macedonia in Greece, participated in the study. The analysis of variance showed that children who attended all-day preschool centers displayed more developed social skills and abilities than those who attended half-day preschool centers. Moreover, the children from all day preschool centers were more independent, had better working habits and fewer learning difficulties compared to those who attended half day pre-school centers. Finally, they had higher level of social acceptance and popularity from their peer group in comparison with their fellow students.  Article visualizations

Patterns of teacher-child relationships quality: Young children’s perspectives

Examining children’s perspectives about the quality of teacher-child relationships can contribute significantly to our understanding of how the quality of these relationships is developed. The Child Appraisal of the Relationship with the Teacher Scale (CARTS) is a newly developed measure that assesses the quality of teacher-child relationships from children’s perspectives. The purpose of this study was a) to confirm the factor structure of the Greek version of CARTS, b) to examine whether any patterns of teacher-child relationships exist, and c) if they are associated with children’s gender and age. The sample consisted of 365 preschool children from Greece. Results confirmed the construct validity of the CARTS scale. Consistent with attachment-based research, results revealed four types of teacher-child relationships. In addition, results showed that patterns of teacher-child relationships based on children’s perspectives, similar to those of teachers’ perspectives, are existent from the early years

PRELIMINARY OUTCOMES AND CHALLENGES TO IMPLEMENTING SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS IN 30 GREEK PRIMARY SCHOOLS

School-Wide Positive Behavior Interventions and Supports (SWPBIS) is an evidence-based three-tier school-wide framework for preventing and treating challenging behavior in schools, improving overall school climate, and promoting teachers' teaming and collaboration. SWPBIS outcomes, such as the decrease of students' behavioral problems and improvement of teachers' cooperation, have been well established across various educational systems in many countries. The purpose of this qualitative study is to investigate stakeholders' perceptions about the preliminary outcomes and challenges of the SWPBIS Tier 1 implementation in 30 Greek primary schools. A semi-structured focus group was conducted with stakeholders from Greek primary schools about their experiences from the implementation of SWPBIS Tier 1 during the 2019-2020 school year. Three key categories were identified: (a) perceptions about the initial SWPBIS outcomes, (b) implementation challenges, and (c) suggestions on additional supports. Practical implications and results are discussed in terms of how they can be used in sustaining SWPBIS in the Greek context.  Article visualizations

Comparing aspects of the process quality in six european early childhood educational settings

The European project ‘Early Change’ (http://earlychange.teithe.gr) attempts to evaluate the quality of early childhood education (ECE) environments of six European countries, Greece, Portugal, Finland, Denmark, Cyprus and Romania. The purpose of this paper is to compare the level of two dimensions of the process quality of these environments a) Space & Furnishings, and b) Personal Care Routines. Theorists, practitioners and researchers agree that in order to provide qualitative education to young children, one of the basic needs of all children must be met; that need is the protection of their health and their safety. A high quality early childhood education program must contain a safe and stimulating environment for the child (Lindsey, 1998). Such an environment includes indoor space, outdoor space, furniture, and room arrangement, and it is considered an integral part of a high quality early childhood program. 117 early educators from the six participating countries attended the training seminars about the evaluation of ECE quality using the Early Childhood Environmental Rating Scale-R (ECERS-R). The trained educators evaluated the 8 indicators of the subscale ‘space & furnishings’ and the six indicators of the subscale ‘personal care routines’ in approximately 600 early childhood classrooms from six European countries. The results of this study highlight the similarities and differences concerning the specific dimensions of the process quality of ECE environments in six European countries, and reflect the diversity of ECE environment across these countries. The findings of this study may provide a valuable insight to researchers and educational policy makers for an enhanced understanding of the cultural diversities and the strengthening of the common values and targets of the European Union.info:eu-repo/semantics/publishedVersio

Evaluation of early childhood education quality across Europe

The aim of the current study was to present the initial results of the evaluation of early childhood education (ECE) quality in six European countries. This study discusses various aspects of the ECE quality in different educational systems. Such comparisons can create a fertile ground for communication and collaboration among the educational communities of different European countries and promote open education. Implications and future recommendations are also discussed