Critical Reflections of Early Childhood Care and Education in Singapore to Build an Inclusive Society

Autor/inn/en	Ang, Lynn; Lipponen, Lasse; May Yin, Sirene Lim
Titel	Critical Reflections of Early Childhood Care and Education in Singapore to Build an Inclusive Society
Quelle	In: Policy Futures in Education, 19 (2021) 2, S.139-154 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ang, Lynn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210320971103
Schlagwörter	Preschool Education; Kindergarten; Child Care; Young Children; Inclusion; Equal Education; Disadvantaged Youth; Students with Disabilities; Socioeconomic Status; Regular and Special Education Relationship; Related Services (Special Education); Educational Needs; Educational Policy; Educational Improvement; Role of Education; Alignment (Education); Labor Force Development; Foreign Countries; Child Welfare; Singapore + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Kinderfürsorge; Kinderbetreuung; Frühe Kindheit; Inklusion; Benachteiligter Jugendlicher; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Socio-economic status; Sozioökonomischer Status; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; Bildungsauftrag; Arbeitskräftebestand; Ausland; Kindeswohl; Singapur
Abstract	The early childhood years are pivotal as they mark the beginning of a young child's life journey into education. This paper offers critical reflections of the early childhood care and education landscape in Singapore as it has evolved over the last decade. The discussion will draw on findings of the study "Vital Voices for Vital Years 2" (2019) to explicate the issues, debates and challenges facing the early childhood care and education sector. It argues that recent developments in the sector with stepped increases in government funding and strategic policy development, augmented by the establishment of national agencies committed to improving the quality of care and education, have achieved significant milestones in the country. However, a more critical perspective of the role of early childhood in policy and practice to meet the diverse needs of young children and families is necessary for envisioning education as a pathway to inclusion and social equality, and for building a truly inclusive society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01