Izzivi in odzivi na ranljivost druzin na podrocju predsolske vzgoje

Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents’ vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun & Clarke, 2006), we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings “from door to door” and “adaptation/flexibility”, and amongst experts, under the headings “powerlessness/incompetence/lack of information” and “power/innovation/sensitivity”. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool teachers. (DIPF/Orig.

Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland

The Effective Pre-school Provision in Northern Ireland (EPPNI) project is a longitudinal study of child development from 3 to 11 years. It is one of the first large-scale UK projects to investigate the effects of different kinds of preschool provision, and to relate experience in preschool to child development. In EPPNI, 683 children were randomly selected from 80 preschools, and 151 children were recruited without preschool experience. Progress was then followed from age 3 to age 11. Preschool experience was related to age 11 performance in English and mathematics. High-quality preschools show consistent effects that are reflected not only in improved attainment in Key Stage 2 English and mathematics but also in improved progress in mathematics over primary school. Children who attended high-quality preschools were 2.4 times more likely in English, and 3.4 times more likely in mathematics, to attain Level 5 than children without preschool experience

Evaluative criteria for preschool

Thesis (Ed.M.)--Boston Universit

The Promise of Preschool in Africa: A Randomized Impact Evaluation of Early Childhood Development in Rural Mozambique

This report presents initial results of a community based preschool program implemented by Save the Children in the Gaza Province of Mozambiqu

Central state child care policies in postauthoritarian Spain: Implications for gender and carework arrangements

In Spain, public preschool programs have continuously expanded in the past three decades. However, this education policy has done little to support increases in the proportion of women in the paid workforce. Preschool is not child care because the former does not address the care needed by children younger than three years old and offers programs with short hours and long holidays.Publicad

Identification with Latent Choice Sets

In a common experimental format, individuals are randomly assigned to either a treatment group with access to a program or a control group without access. In such experiments, analyzing the average effects of the treatment of program access may be hindered by the problem that some control individuals do not comply with their assigned status and receive program access from outside the experiment. Available tools to account for such a problem typically require the researcher to observe the receipt of program access for every individual. However, in many experiments, this is not the case as data is not collected on where any individual received access. In this paper, I develop a framework to show how data on only each individual's treatment assignment status, program participation decision and outcome can be exploited to learn about the average effects of program access. I propose a nonparametric selection model with latent choice sets to relate where access was received to the treatment assignment status, participation decision and outcome, and a linear programming procedure to compute the identified set for parameters evaluating the average effects of program access in this model. I illustrate the framework by analyzing the average effects of Head Start preschool access using the Head Start Impact Study. I find that the provision of Head Start access induces parents to enroll their child into Head Start and also positively impacts test scores, and that these effects heterogeneously depend on the availability of access to an alternative preschool.Comment: 23 pages, plus 32 pages of supplemental appendi

Political Preferences and Public Sector Outsourcing

There are several theoretical accounts of public sector outsourcing. We note that leading theories give different predictions of the influence of political variables and test the predictions on a Swedish data set in which outsourcing varies between municipalities and over time as well as between services. Our identification strategy focuses on two services with similar contracting problems and local market conditions: preschools and primary schools. We study a period in which Swedish municipalities had full discretion in the provision of preschools, while their influence on the provision of primary education was limited by a national voucher system. The comparison of preschools and primary schools in a difference-in-differences model suggests that the political color of the ruling majority matters for outsourcing, which is consistent with the citizen candidate model of representative democracy.Outsourcing; Ideology; Public provision; Contracting out

Practicum Pairs: An Alternative for First Field Experience in Early Childhood Teacher Education

This paper focuses on partnership between pairs of students in early childhood education during a teaching practicum in preschools and kindergartens. One hundred students enrolled in early childhood preservice teacher education programs at a large metropolitan Australian University were paired and placed in kindergartens and preschools with host teachers. The project aimed to explore the perceptions and experiences of host teachers and students involved in the paired practicum which was evaluated qualitatively using semi-structured surveys of host teachers and students. This paper identifies eight practices and two principles making this paired practicum successful or not successful