This article investigates the application of technology to pedagogy in early years. The research considers the perceptions of technology that are held by a variety of practitioners in a range of settings. The research explores the factors influencing the participants' interpretation of the pedagogical value of technology by asking two questions.…

The aim of the study is to explore how Nordic Early Childhood Education and Care policies frame values education in preschools with a special focus on the values of democracy, caring and competence. The study is part of a larger Nordic project, "Values education in Nordic preschools: Basis of education for tomorrow," the aim of which is…

This article presents the experiences of nursery and primary head teachers (n = 12) on the English Early Years Foundation Stage (EYFS) after its first year of implementation in 2010. Findings are drawn from a subset of data (head teachers of primary and nursery schools) which forms part of a larger Department for Children, Schools and Families…

Preschool provision in Northern Ireland is government funded and quality assured in all statutory sector settings (nursery schools and units) and in many voluntary/private sector settings (playgroups and daycare facilities). However, three unresolved policy issues continue to divide the sectors: the choices between a teacher or pedagogue role…

Examines changes in practices of two nurseries in East Berlin following reunification of Germany. Notes that after reunification, the extensive nursery school coverage for children under 3, and near universal coverage for children 3-6 was drastically reduced, and the ideological justification for coverage was systematically rejected. Discusses…