This investigation examines changes in teachers’ views of the needs of children in early childhood education (ECE) context in the USA, Russia, and Finland over the past two decades. In addition, it focuses on the teachers’ views about their role in the process of child-rearing within formal ECE institutions. Moreover, the primary purpose of documenting teachers’ views on children’s needs, professional work, and centre-based child care, between these societal contexts from 1991 and 2011, is to better understand points of comparative change.
Recognition of the profession
The primary purpose of this report of the Joint Committee on Children and Youth Affairs is firstly, to focus attention on the poor working conditions and below average pay scales of all those working in the early years sector and, secondly, to highlight the major areas of concern currently facing the sector in both rural and urban services across all provinces.
As Colorado continues to thrive, attracting new businesses and young professionals, the state must prioritize strategies to attract, retain, and support a strong early childhood workforce for children birth through age eight – both for the state’s growing economy and for the growing and increasingly diverse population of young children.
In debates about child care and early education, the voices of providers are often missing. In this article, we report fndings from a study exploring child care provider perspectives on how regulation and policy changes impact their ability to provide care. Data were collected from interviews and focus groups with home-based providers and center-based administrators (N = 55) in rural, urban and suburban New York counties.
This regional synthesis report is the result of collaborative efforts in conducting a research study on Asia Pacific Teachers: Status and Rights in eight countries in Asia Pacific region.
This paper theoretically and empirically deals with the relationship between the concepts of social status and professional development of early childhood and preschool teachers’ profession, while discussing the possibility of complementing two dominantly sociological and pedagogical traditions from which they derived.