Continuity and Respect for Diversity: Strengthening Early Transitions in Peru. Working Papers in Early Childhood Development, No. 56. Studies in Early Childhood Transitions

Autor/inn/en	Ames, Patricia; Rojas, Vanessa; Portugal, Tamia
Institution	Bernard Van Leer Foundation (Netherlands)
Titel	Continuity and Respect for Diversity: Strengthening Early Transitions in Peru. Working Papers in Early Childhood Development, No. 56. Studies in Early Childhood Transitions
Quelle	(2010), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1383-7907
ISBN	978-9-0619-5119-3
Schlagwörter	Curriculum Development; Cultural Pluralism; Foreign Countries; Punishment; Case Studies; Longitudinal Studies; Poverty; Preschool Education; Teacher Education; Articulation (Education); Child Development; Self Concept; Educational Experience; Peru + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kulturpluralismus; Ausland; Bestrafung; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Armut; Pre-school education; Vorschulerziehung; Lehrerausbildung; Lehrerbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Kindesentwicklung; Selbstkonzept; Bildungserfahrung
Abstract	This working paper is part of a series on early transitions from "Young Lives," a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam. It explores the diverse experiences of 28 children from four contrasting communities in Peru as they start school. These detailed case studies highlight common problems: exclusion of certain parts of the population from pre-school services, lack of coordination between pre-schools and primary schools, issues with physical punishment and cultural diversity. It proposes four ways in which children's early educational transitions can be enhanced, looking at such factors as educational structures, curriculum planning and teacher training. (Contains 4 figures, 3 tables and 23 footnotes.) (As Provided).
Anmerkungen	Bernard van Leer Foundation. P.O. Box 82334, 2508 EH, The Hague, The Netherlands. Tel: +31-70-331-2232; Fax: +31-70-350-2373; e-mail: pubsrequests@bvleerf.nl; Web site: http://www.bernardvanleer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10