Rethinking Early Childhood Education and Care: Implications for Research and Evaluation
Thorpe, Karen, Cloney, Daniel, & Tayler, Collette (2010) Rethinking Early Childhood Education and Care: Implications for Research and Evaluation. In Peterson, Penelope, Baker, Eva, & McGaw, Barry (Eds.) International Encyclopedia of Education (Third Edition). Elsevier Ltd., pp. 144-150.
Research in disadvantaged populations demonstrates that the effect of Early Childhood Education and Care (ECEC) programs can reach into adulthood and influence a wide range of achievement and social well-being outcomes. In English-speaking developed economies, these findings have sparked new perceptions of the role ECEC programs play in both the public and private sphere. Programs that achieve improved learning and social well-being for children are seen as an investment for both individuals and society. Yet, the empirical understanding of what programs best deliver positive outcomes across the diversity of social contexts is limited. A key research task is to identify the forms of ECEC that are most effective in delivering enduring and broad positive outcomes for all children. This article explores changing policy conceptualizations of ECEC, the outcome goals of ECEC, and directions for research in identifying quality in ECEC programs.
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|Item Type:||Book Chapter|
|Keywords:||Early childhood education and care; Effectiveness; Evaluation; Outcome goals; Policy; Quality; Research|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Educational Psychology (170103)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Psychology & Counselling
|Copyright Owner:||Copyright 2010 Elsevier Ltd.|
|Deposited On:||12 Feb 2016 01:44|
|Last Modified:||15 Feb 2016 03:37|
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