000 04311nam a22004575i 4500
001 978-94-007-4972-6
003 DE-He213
005 20140220082935.0
007 cr nn 008mamaa
008 121205s2013 ne | s |||| 0|eng d
020 _a9789400749726
_9978-94-007-4972-6
024 7 _a10.1007/978-94-007-4972-6
_2doi
050 4 _aLB1101-1139
072 7 _aJNLA
_2bicssc
072 7 _aEDU023000
_2bisacsh
082 0 4 _a372.21
_223
100 1 _aClark Wortham, Sue.
_eeditor.
245 1 0 _aCommon Characteristics and Unique Qualities in Preschool Programs
_h[electronic resource] :
_bGlobal Perspectives in Early Childhood Education /
_cedited by Sue Clark Wortham.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2013.
300 _aXVII, 180 p. 32 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducating the Young Child, Advances in Theory and Research, Implications for Practice ;
_v5
505 0 _a1. Looking at Early Childhood Programs from a Global Perspective -- Part 1: Background -- 2. Cross-Cultural Collaboration Research to Improve Early Childhood Education -- Part 2: School Environments -- 3. From Montessori to Culturally Relevant Schools Under the Trees in Kenya -- 4. Preschool Environments in Rural West Africa -- 5. Kindergarten Environments in Reggio Emilia, Bologna, Modena, and Parma, Italy -- Part 3: Curriculum Content and Pedagogy -- 6. Kindergartens in Russia’s Far East: The Effect of Climate -- 7. Preserving Cultural Heritage in Korea -- Part 4: Children with Special Needs -- 8. International Perspectives on Services for Young Children with Special Needs -- 9. New Visions for Preschool Inclusive Education in Mexico -- 10. Early Childhood Special Education in China: Advocacy and Practice -- Part 5: The Early Childhood Educator -- 11. Administrators, Teachers, and Nineras: Professional Partnerships for Quality in Guatemala -- 12. Early Childhood Teachers in Slovakia -- 13. Teachers of Dual Language Children in China -- Part 6: Family, School and Community Partnerships -- 14. Family and Village Partnerships in Rural Schools in Senegal -- 15. Weaving Relationships between Preschools, Families, and Communities: the Nurturing Connections to the Reggio Emilia Region of Italy -- 16. Conclusion -- Index.
520 _aWe live in a world that is transitioning from focus on early childhood education within individual countries into a global perspective that considers how early childhood education is conducted in many diverse cultures and environments. The challenge on a global basis is how to develop programs in countries and environments that are different from a specifically western perspective.  Economic, geographic, and cultural influences infuse early childhood programs around the world. In 1999, a group of educators representing 36 countries developed guidelines for establishing minimum standards for preschool programs. A purpose for developing the guidelines was to provide guidance for countries that wished to evaluate and improve their own programs. A second purpose was to help developing countries initiating preschools to have relevant information about quality programs. The later development of an assessment tool based on the Global Guidelines served as a vehicle to use the guidelines to assess a single program or multiple programs. The continuing work with these guidelines in many countries throughout the world since 2000 has resulted in the collection of information that reveals the uniqueness of programs in different countries.
650 0 _aEducation.
650 0 _aEducational tests and measurements.
650 0 _aEarly childhood education.
650 1 4 _aEducation.
650 2 4 _aChildhood Education.
650 2 4 _aAssessment, Testing and Evaluation.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400749719
830 0 _aEducating the Young Child, Advances in Theory and Research, Implications for Practice ;
_v5
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-4972-6
912 _aZDB-2-SHU
999 _c99510
_d99510