A Participatory Process of Developing a Recommendation for the Government about the Education of Children from Birth to Three Years: The Case of Portugal

Autor/in	Vasconcelos, Teresa
Titel	A Participatory Process of Developing a Recommendation for the Government about the Education of Children from Birth to Three Years: The Case of Portugal
Quelle	In: International Journal of Early Years Education, 21 (2013) 2-3, S.125-140 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2013.832950
Schlagwörter	Foreign Countries; Cooperative Planning; Early Childhood Education; Participative Decision Making; Young Children; Civil Rights; Educational Policy; Seminars; Information Dissemination; Family Needs; Family Role; Educational Quality; Government Role; Student Needs; Access to Education; Guidelines; Teacher Competencies; Teacher Education; Early Intervention; Educational Research; Portugal + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Bürgerrechte; Grundrechte; Zivilrecht; Politics of education; Bildungspolitik; Seminar; Informationsverbreitung; Quality of education; Bildungsqualität; Access; Bildung; Zugang; Bildungszugang; Richtlinien; Lehrkunst; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung
Abstract	This article describes how the Portuguese National Council for Education initiated a participatory process that gave rise to the development of a "public statement", "The Education for Children from Zero to Six Years". This statement and its 11 recommendations were directed towards the Ministry of Education and called for a shift in support for children from zero to three years (traditionally the responsibility of the Ministry of Solidarity and Social Affairs), from being primarily care-based to being primarily rights-based with an educational focus. This participatory process is described and analysed. It involved broad participation by civil society with representation from a range of stakeholders, including family representatives, professional associations, unions, experts and researchers--all of whom brought their experience, insights and knowledge. This article also describes how, in spite of a change of government, the statement has continued to influence early year educators and policy-makers. Finally, the rationale underlying the statement's 11 recommendations, and the recommendations themselves, are outlined and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10