Curriculum Alignment and Progression between Early Childhood Education and Care and Primary School: A Brief Review and Case Studies. OECD Education Working Papers, No. 193

Autor/inn/en	Shuey, Elizabeth A.; Kim, Najung; Cortazar, Alejandra; Poblete, Ximena; Rivera, Lorena; Lagos, María José; Faverio, Francesca; Engel, Arno
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Curriculum Alignment and Progression between Early Childhood Education and Care and Primary School: A Brief Review and Case Studies. OECD Education Working Papers, No. 193
Quelle	(2019), (91 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1993-9019
DOI	10.1787/d2821a65-en
Schlagwörter	Early Childhood Education; Elementary Education; Alignment (Education); Academic Standards; Preschool Curriculum; Elementary School Curriculum; Foreign Countries; Curriculum Development; Preschool Teachers; Elementary School Teachers; Teacher Competencies; Teaching Conditions; Values Education; Teacher Salaries; Cultural Differences; Enrollment; Japan; Luxembourg; New Jersey; New Zealand; Norway; United Kingdom (Scotland); Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Lehrbedingungen; Unterrichtsbedingungen; Werterziehung; Lehrerbesoldung; Lehrervergütung; Kultureller Unterschied; Einschulung; Neuseeland; Norwegen; Australien
Abstract	Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children's early experiences with education systems, with implications for children's relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity -- and an integrated curriculum alone does not guarantee a continuous experience for children. International data and in-depth case studies from seven jurisdictions (Japan, Luxembourg, New Jersey [United States], New Zealand, Norway, Scotland [United Kingdom] and Victoria [Australia]) provide insights to these different approaches to curricular alignment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01