Supporting meaningful interactions in early childhood education and care.

Institution	OECD
Titel	Supporting meaningful interactions in early childhood education and care.
Quelle	Paris: OECD (2021), 168 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Starting Strong. 6
Beigaben	Diagramme
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-92-64-32747-4; 978-92-64-54031-6; 978-92-64-83127-8; 978-92-64-88865-4
DOI	10.1787/f47a06ae-en
Schlagwörter	Persönlichkeitsentwicklung; Wohlbefinden; Familie; Bildungspolitik; Kind; Vorschulalter; Frühpädagogik; Interaktion; Lernen; Peer Group; Curriculum; Steuerung; Qualifikation; Internationaler Vergleich; Qualität; Erzieher; OECD-Staaten
Abstract	Children's learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as "process quality", and leads to a key question - which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings? This report discusses five main policy levers and their effect on process quality, focusing particularly on curriculum and pedagogy, and workforce development. It presents indicators covering 26 countries and jurisdictions, 56 different curriculum frameworks, and more than 120 different types of ECEC settings. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4