The study draws on a relational and intersectional approach to young children's belonging in Finnish educational settings. Belonging is conceptualized as a multilevel, dynamic, and relationally constructed phenomenon. The aim of the study is to explore how children's belonging is shaped in the intersections between macro-, meso-, and micro-levels…

In this article, four Latina educators of Color trouble the neutrality of belonging, exploring its politics. They collectively revisit and reflect on their memories and lived experiences as immigrant children of Color and as young children of immigrants and migrants of Color in the United States. They employed pláticas as method to prompt the…

Early Childhood Education and Care (ECEC) policies and practices are local, historically and socially context-specific constructions. In addition to local ideals and policies, discursive practices concerning ECEC are influenced by universal ideals that are described and assigned by the member states of the United Nations Convention on the Rights…

This article gives a general picture of the policy and main structural features of early childhood education services for the younger children in Finland. It also provides an overview of the research on 1 to 3-year-old children in day care centres carried out in Finland during the last 15 years, the focus being on a review of all the eight…

Since the end of the 1980:s when OECD published the Brundtland report, in which the concept of sustainable development as a critical global issue was introduced, the role of education for global survival has been frequently discussed and explored, by politicians as well as researchers. In school curricula and educational practice, efforts have…

The critical importance of the early childhood years and the rights perspective to human development has made policy and programming for early childhood development an imperative for every nation. In India, poverty, changing economic and social structures resulting in the breakdown of traditional coping mechanisms and family care systems, and the…

The article critiques the innovative policy documents constructing New Zealand early childhood pedagogies since the advent of the first curriculum "Te Whariki" (1996) and argues that the two most compelling of these reflect the consumerist experiences of childhood today. The acclaim which followed the publication of "Te…

The UNESCO-UNICEF joint regional policy review project was launched in September 2006 with the aim to support the countries of Asia-Pacific region in meeting the first goal of Education For All (EFA) on Early Childhood Care and Education (ECCE) by identifying, documenting and sharing good practices as well as constraints and challenges in early…

Describes the history of early childhood education in Jamaica and current trends. Considers the sponsorship of early childhood education and care programs; child care philosophy and policy; the variety of child care and education programs available, including Basic Schools, Infant Schools, and day care centers; teacher qualifications;…

Analysis of early childhood human resource development and management policies in South Korea and six other countries precipitated guidelines for establishing national policy for early childhood education and care (ECEC) in South Korea. The guidelines address basic principles, educational purpose, early childhood education and care operation,…

Describes the child care system in Sweden, focusing on policy measures and legislation for children and families. Describes types of day care programs, including centers, open preschools, family day care, school age services, children requiring special support, and children from other cultures. Outlines recently proposed guidelines for preschool…

Examines 1990s school-related activities and rhetoric of Norway's Ombudsman for Children related to: (1) children's rights to education, especially religious and moral education and in the closest environment; (2) rights in education, including a secure procedure for individual complaints; and (3) rights through education to participation and…