The third volume in the Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives miniseries focuses on research highlights and policy aspects of early childhood education and care from 22 different countries around the world.

This volume provides a platform for authors to discuss and debate the implications of research findings on current practices that reflect policies of each country. The research presented spans from challenges in teacher training to case studies of family practices around early child development to problematise the key components of teacher education and family practices that impact young children’s education and care. By problematising the key issues, chapter authors discuss the shifting paradigm of early childhood education and the importance of future research in informing these changes.

Offering key policy and practice insights across 19 different countries, this book is a must-read for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood within an international perspective.

chapter 1|5 pages

Introduction to policification of early childhood education and care

BySusanne Garvis, Sivanes Phillipson

chapter 2|17 pages

Facebook mentoring of beginning teachers

Implications for ECEC teacher training in Australia
BySharryn Clarke, Sivanes Phillipson

chapter 3|14 pages

Citizen engagement in child care policy

Examining child care policy problematisations in Canadian newspaper articles from 2008 to 2015
ByBrooke Richardson, Rachel Langford

chapter 4|11 pages

Current research on early childhood education in Chile

The quality of the services and early literacy
ByRodrigo A. Cárcamo, Alejandra García-Riquelme

chapter 5|12 pages

From caring to learning

The transformation of Danish day care institutions in the 21st century
BySine Penthin Grumløse

chapter 6|11 pages

Early childhood education policy, teachers’ professionalism and family practices in Estonia

ByTiina Peterson, Tiia Õun, Aino Ugaste

chapter 7|15 pages

Playing to learn in Finland

Early childhood curricular and operational contexts
ByJonna Kangas, Heidi Harju-Luukkainen, Annu Brotherus, Arniika Kuusisto, Liam Gearon

chapter 8|15 pages

Beyond transformations and transnational reform movements in educational policy and practice

‘Culture’ as a framework for critical reflections
ByDagmar Kasüschke, Stefan Faas

chapter 9|16 pages

Early childhood teacher education in Greece

Challenges and opportunities in a centralised education system
ByMaria Birbili, Melpomeni Tsitouridou

chapter 11|13 pages

Unlocking Pandora’s Box

Rethinking the cost, quality and outcomes of early childhood education and care services in Korea
BySoJung Seo

chapter 12|12 pages

Aotearoa/New Zealand early childhood education

Moving forward with intention
ByGaye Tyler-Merrick, Sue Cherrington, Tara McLaughlin, Claire McLachlan, Karyn Aspden, Joanna Phillips

chapter 13|21 pages

Contested quality

The struggle over quality, play and preschooling in Norwegian early childhood education and care
BySvein Erik Tuastad, Elisabeth Bjørnestad, Marit Alvestad

chapter 14|17 pages

Preschool quality research in Russia

Assessment for improving the quality
ByIgor Shiyan, Olga Shiyan, Aleksander Veraksa, Nikolay Veraksa

chapter 15|10 pages

Early childhood workforce in Serbia as a policy issue

ByTijana Bogovac, Lidija Miškeljin

chapter 16|14 pages

In-service early childhood teachers’ perceptions of professionalism and professionalisation in Singapore

Shifting sands in a political and policy landscape
ByHilary Monk, Sivanes Phillipson

chapter 17|15 pages

Critical aspects for the preschool quality in Sweden

BySonja Sheridan, Susanne Garvis, Pia Williams, Elisabeth Mellgren

chapter 18|12 pages

Turning the tide

Publicisation of early childhood education and care in Taiwan
ByYi-Hui Lin, Yvonne Yu-Feng Liu

chapter 19|15 pages

Early childhood education in the Netherlands

Parental engagement as a policy view
ByElisabeth Duursma

chapter 20|16 pages

A critical review of early childhood education and social policies in Turkey

ByŞenil Ünlü Çetin

chapter 21|12 pages

Policy and childhood

Making sense of systems
BySivanes Phillipson, Susanne Garvis