The Long Way towards Abandoning ECEC Dichotomy in Greece

Autor/in	Rentzou, Konstantina
Titel	The Long Way towards Abandoning ECEC Dichotomy in Greece
Quelle	In: Early Child Development and Care, 188 (2018) 5, S.524-541 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rentzou, Konstantina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1345898
Schlagwörter	Foreign Countries; Early Childhood Education; Educational Policy; Educational Change; Integrated Curriculum; Kindergarten; Preschool Teachers; Teacher Attitudes; Child Caregivers; Resistance to Change; Cultural Influences; Questionnaires; Qualifications; Personality Traits; Teacher Characteristics; Student Educational Objectives; Teacher Education; Training; Professionalism; Qualitative Research; Greece + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Bildungsreform; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Cultural influence; Kultureinfluss; Fragebogen; Qualifikation; Qualifikationsstufe; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lehrerausbildung; Lehrerbildung; Ausbildung; Professionalität; Qualitative Forschung; Griechenland
Abstract	Although Greece has a dichotomous system both in terms of Early Childhood Education and Care (ECEC) services and in terms of ECEC workers' preparation programmes, in 2016 Greek government's Organization for ECEC organized an open colloquy about the adoption of a 'Unified National Framework for Early Childhood Education and Care', causing a heated political debate. The present study, founded on policy reform intentions and reactions to them, attempts to explore ECEC professionals' attitudes towards integration. Participants were prompted to describe the qualifications essential to work in integrated systems, the domains in which re-training is needed as well as the reforms that have to take place in order for integration to be achieved. Results suggest that long-held traditions about the separate culture and tradition of the childcare and early education sectors as well as political and corporatist reasons may inhibit every effort to integration and highlight the need for a strong and principled rational for change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01