National variations Preschool

1 national variations

1.1 china
1.2 turkey
1.3 japan
1.4 north korea
1.5 united states

1.5.1 head start


1.6 united kingdom

1.6.1 england
1.6.2 wales
1.6.3 northern ireland
1.6.4 scotland

national variations

preschool education, other forms of education, intended society controls transmit important cultural values participants. result, different cultures make different choices preschool education. despite variations, there few common themes. significantly, preschool universally expected increase young child s ability perform basic self-care tasks such dressing, feeding, , toileting.

china

the study of childhood education (ece) in china has been intimately influenced reforms , progress of chinese politics , economy. currently, chinese government has shown interest in childhood education, implementing policies in form of guidance kindergarten education (trial version) in 2001 , national education reform , development of long-term planning programs (2010–2020) in 2010. has been found china’s kindergarten education has dramatically changed since 1990. in recent years, various western curricula , pedagogical models have been introduced china, such montessori programs, reggio emilia, developmentally appropriate practice (dap), , project approach. many kindergartens have faced difficulties , challenges in adapting these models in programs. therefore, heated debate how western curricula can appropriated in chinese cultural context has been initiated between childhood researchers , practitioners. research has revealed important aim promoting curriculum reform improve kindergarten teachers’ professional knowledge, such understanding of concept of play , pedagogy, , perceptions of inclusion , kindergarten-based curriculum. furthermore, within process of reform, family education , family collaborations cannot ignored in child development. childhood education in china has made dramatic progress since 1980s. in tobin, et al. 2009, studies across 3 cultures, continuity , change across systems of childhood education evident. project report zhongguo xueqian jiaoyu fazhan zhanlue yanjiu ketizu 2010 reflects upon development of china’s childhood education , locates current situation of development of childhood education. historical development of chinese childhood education indicates 3 distinct cultural threads, including traditional culture, communist culture, , western culture, have shaped childhood education in china, demonstrated in zhu , zhang 2008 , lau 2012. furthermore, currently, administrative authorities intend establish independent budget ece field in order support childhood education in rural areas (zhao , hu 2008). higher quality of educational provisions children living in rural areas goal chinese government. many researchers have detailed important issues of childhood education, teacher education. exploratory study in hu , szente 2010 (cited under childhood inclusive education) has indicated chinese kindergarten teachers hold negative attitudes toward inclusion of children disabilities, not have enough knowledge , skills working population. indicates kindergarten teachers need improve perceptions of children disabilities. furthermore, gu 2007 has focused on issues of new childhood teachers’ professional development , puts forward feasible suggestions how new teachers deal key events in everyday teaching practices. regard families’ support of children’s development @ home, family education should focused , collaborative partnership between kindergarten , family needs enhanced. teachers’ attitudes toward family intervention vital aspect of teacher-family collaboration. therefore, kindergarten teachers should support family members in role child’s first teacher , build collaborative partnerships family, presented in ding 2007. furthermore, kindergarten teachers should considered active researchers in children’s role play. supports co-construction of teaching knowledge in relation children’s initiation/subjectivity in role play (liu, et al. 2003).

turkey

preschool education starting in turkey @ age of 5 while primary level education starting @ age of 6.

japan


young children in kindergarten in japan

in japan, development of social skills , sense of group belonging major goals. classes tend have 40 students, decrease role of teacher , increase peer interactions. participation in group activities highly valued, leading schools example, count child standing still near group exercise session participating. children taught work harmoniously in large , small groups, , develop cooperativeness, kindness , social consciousness. important goal provide rich social environment increasingly isolated nuclear families not provide; unstructured play time valued.

children allowed resolve disputes each other, including physical fighting. behavioral problems attributed child s inappropriately expressed emotional dependency. remedies involve accepting child, rather treatment drugs or punishment. japanese culture attributes success effort rather inborn talent, leading teachers ignore innate differences between children encouraging , praising perseverance. work ensure students meet standard rather each reaches or own potential. although preschools exhibit great variety, target age-appropriate personal development, such learning empathy, rather academic programs. academic programs tend more common among westernized , christian preschools.

north korea

children in north korea taught enjoy military games , hate miguk nom, or american bastard.

united states

in united states, nursery school provided in variety of settings. in general, pre-school meant promote development in children through planned programs. pre-school defined as: center-based programs four-year olds or partially funded state education agencies , operated in schools or under direction of state , local education agencies . pre-schools, both private , school sponsored, available children ages 3 five. many of these programs follow similar curriculum pre-kindergarten.

in united states, preschool education emphasizes individuality. children permitted choose variety of activities, using learning center approach. during these times, children draw or paint, play house, play puzzles while listen teacher read story aloud. activities vary in each session. each child assumed have particular strengths , weaknesses encouraged or ameliorated teachers. typical belief children s play work , allowing them select type of play, child meet or developmental needs. preschools adopt american ideas justice, such rule of law , idea innocent until proven guilty. teachers actively intervene in disputes , encourage children resolve them verbally ( use words ) rather physically. children may punished time out or required apologize or make reparations misbehavior. teachers assist children explain happened, before decision punish made. self-expressive language skills emphasized through informal interactions teachers , through structured group activities such show , tell exercises enable child describe experience adult. resources vary depending on wealth of students, better equipped other cultures. programs not subsidized government, making preschools relatively expensive though staff typically poorly compensated. student-teacher ratios lower in other cultures, ideally 15 students per group. parents , teachers see teachers extensions of or partial substitutes parents , consequently emphasize personal relationships , consistent expectations @ home , @ school.

in united states, students may benefit special education receive services in preschools. since enactment of individuals disabilities education act (idea) public law 101-476 in 1975 , amendments, pl 102-119 , pl 105-17 in 1997, educational system has moved away self-contained special education classrooms inclusion, leading special education teachers practice in wider variety of settings. other stages in life of child special needs, individualized education plan (iep) or individual family service plan (ifsp) important way teachers, administrators , parents set guidelines partnership child succeed in preschool.

head start

the goal of head start , of head start increase school readiness of young children in low income families. these programs serve children birth age five, pregnant women, , families. head start started federal government in 1964 meet needs of disadvantaged pre-school children.

the office of economic opportunity launched project head start eight-week summer program in 1965. transferred office of child development in department of health, education, , welfare in 1969. today program within administration on children, youth , families in department of health , human services. programs administered locally school systems , non-profit organizations.

services provided head start

however, rigorous preschool can developmentally detrimental children , cause social, emotional, , educational problems later in life. although essential based preschool not focused on academics , kindergarten routines, children learn lot more valuable lessons use rest of life. research has shown of 2 essential based preschool better option children, because of specific ways of learning.

united kingdom

in uk, pre-school education in nursery classes or schools has local government funding children aged between 2 , four. pre-school education can provided childcare centres, playgroups, nursery schools , nursery classes within primary schools. private voluntary or independent (pvi sector) nursery education available throughout uk , varies between structured pre-school education , service offering child-minding facilities.

nursery in england called fs1 first year of foundation before go primary or infants.

the curriculum goals of nursery school more specific childcare, less strenuous primary school. example, scottish years framework , curriculum excellence define expected outcomes @ age. in areas, provision of nursery school services on user pays or limited basis while other governments fund nursery school services.

england

a voucher system nursery provision introduced in england , wales under major government, providing 15 hours per week free childcare or education 3 , four-year-olds, of provided through reception classes in primary schools. replaced blair government direct funding local education authorities. hence every child in england @ first school term after third birthday entitled 15 hours per week free childcare funding. pre-schools in england follow learning goals, set years foundation stage, education produced department children, schools , families carries on first year of school @ age of four. year of school called reception. learning goals cover main areas of education without being subject driven. these areas include

personal, social , emotional development (prime area)
communication , language (prime area)
physical education (prime area)
literacy (specific area)
mathematics (specific area)
understanding world (specific area)
expressive art & design (specific area)

until mid-1980s, nursery schools admitted pupils in final year (three terms) leading admission primary school, pupils attend nursery school 4 or 5 terms. common practise many children attend nursery earlier this. many nurseries have facilities take on babies, using years foundation stage , framework guide give each child best possible start becoming competent learner , skilful communicator.

wales

provision in wales followed england until devolution, , subsequently diverged. years education in wales provided half-time children aged 3–4 (nursery) , full-time between ages of 4 , 5 (reception). since 2005 has been statutory duty local education authorities secure sufficient nursery education in area children term following third birthday.

currently, years curriculum in wales, produced welsh assembly government department children, education, lifelong learning , skills,is set out in booklet desirable outcomes children s learning before compulsory school age . however, new foundation phase covering 3-7 year olds being rolled out across wales 2008, focus on learning through play , covers 7 areas of learning:

personal , social development , being
language, literacy , communication skills
mathematical development
bilingualism , multi-cultural understanding
knowledge , understanding of world
physical development
creative development

northern ireland

in northern ireland funded nursery school places can applied ages 3 , up. preschool education delivered preschools, referred playschools or playgroups. nursery school allowed enrol 26 children class, curriculum being delivered qualified teacher , nursery assistant. preschool, delivers same curriculum, permitted admit maximum of 26 children single session. however, regulations personnel differ. preschool must have supervisor nvq 3 qualification in child care (or equivalent). there must 1 qualified , vetted adult every 8 children. funding applied through peags (preschool education advisory group). both nursery , preschool settings inspected education , training inspectorate. preschools subject inspection local social services.

starting in year of 2010, ireland passed law stating children of age 3 years , 2 months , less 4 years , 7 months qualified attend preschool free of charge. before law passed there large number of children did not attend childhood education program. programs offered operated voluntary , required parents pay steep fee per child. left many families no option keep kids @ home. government realized large number of children having trouble in first years of primary school , parents having stay home becoming jobless. once government issued free preschool scheme, ireland s preschool enrollment rate increased 93%.

scotland

in scotland voucher system part-time pre-school provision introduced in parallel england , wales under major government, strong emphasis on age-appropriate education rather childcare, , avoiding use of reception classes in primary schools. children entitled place in nursery class when reach third birthday. gives parents option of 2 years of funded pre-school education before beginning primary one, first year of compulsory education. nursery children 3 years old referred ante-pre-school whilst children 4 years old termed pre-school. pre-school education in scotland planned around level of curriculum excellence identifies outcomes & experiences around following 8 curricular areas:

expressive arts,
health & wellbeing,
languages,
mathematics,
religious & moral education,
sciences
social studies
technologies

responsibility review of care standards in scottish nurseries rests care commission.