From Schoolification of Children to Schoolification of Parents? -- Educational Policies in COVID Times

Autor/in	Formosinho, João
Titel	From Schoolification of Children to Schoolification of Parents? -- Educational Policies in COVID Times
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 1, S.141-152 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1872677
Schlagwörter	COVID-19; Pandemics; Foreign Countries; Early Childhood Education; Educational History; Females; Employed Women; Labor Market; Working Class; Middle Class; Preschool Education; Child Care Centers; Instructional Program Divisions; Educational Change; Educational Practices; Educational Innovation; Cultural Differences; Student Diversity; Culturally Relevant Education; Educational Policy; School Closing; School Schedules; Hygiene; Disease Control; Sanitation; Educational Environment; Portugal + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; History of education; Bildungsgeschichte; Weibliches Geschlecht; 'Female employment; Women''s employment'; Frauenbeschäftigung; Labour market; Arbeitsmarkt; Arbeiterklasse; Mittelschicht; Pre-school education; Vorschulerziehung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Bildungsreform; Bildungspraxis; Instructional innovation; Bildungsinnovation; Kultureller Unterschied; Politics of education; Bildungspolitik; School closings; Schule; Schließung; Schließung (von Schulen); Schulzeiteinteilung; Betriebshygiene; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This article analyses the impact on Early Years Education policy of the crisis provoked by COVID 19 pandemia and raises some questions about the future. For a better understanding of this impact COVID 19, I present the construction of this educational level since the nineteenth century contrasting two essential models -- the educational assistance model and the pedagogical educational model. A current trend in Early Years educational policy has been the early adoption for this educational level of the conventional schooling standard, based on the transmissive mode. This means the extension to early childhood education of the mainstream transmissive pedagogy already current in primary and secondary education, thus tending to transform early childhood education into a prequel to primary schooling. This mainstream conventional mode was confronted with the present pandemic crisis due to COVID 19 virus. I will analyse some aspects of the educational impact of this pandemic crisis since the lockdown period to the reopening of early childhood centres. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01