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  1. Quality Matters in Early Childhood Education and Care
  2. Quality Matters in Early Childhood Education and Care: United Kingdom (England) 2012
  3. Chapters
  4. What does research say?
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Quality Matters in Early Childhood Education and Care: Sweden 2013
Quality Matters in Early Childhood Education and Care: Norway 2013
Quality Matters in Early Childhood Education and Care: Japan 2012
Quality Matters in Early Childhood Education and Care: New Zealand 2012
Quality Matters in Early Childhood Education and Care: Portugal 2012
Quality Matters in Early Childhood Education and Care: Korea 2012
Quality Matters in Early Childhood Education and Care: Czech Republic 2012
Quality Matters in Early Childhood Education and Care: United Kingdom (England) 2012
Chapters
Foreword
Executive summary
Introduction
Where does the United Kingdom (England) stand regarding policy
What does research say?
Where does the United kingdom (England) stand compared to other
What are the challenges and strategies?
Annex A. Definitions and methodology
Annex B. Figures for spider web on policy outcomes
Annex C. Figures for spider web on policy inputs
Annex D. Notes to the spider webs
Annex E. Methodology and data sources for the spider webs
Quality Matters in Early Childhood Education and Care: Slovak Republic 2012
Quality Matters in Early Childhood Education and Care: Finland 2012

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Content Provider OECD iLibrary
Organization OECD
Abstract Parental and community engagement can improve the quality of ECEC provision, the quality of parenting and the home-learning environment. Additionally, it can enhance children’s early development and mitigate the negative effects of family background. The continuity of children’s experiences across different environments is greatly enhanced when ECEC centres cooperate with parents and communities and adopt consistent approaches to child development and learning. The factors of family and community engagement that matter most in enhancing the quality of ECEC and children’s development are: the quality of the home-learning environment; parenting skills; participation in ECEC activities; partnerships between parents, communities and ECEC centres; and partnerships with the wider community. A combination of these approaches is also possible. Sound research on the effects of family and community engagement approaches and evaluations of engagement initiatives are needed.
Page Count 22
Starting Page 23
Ending Page 44
Language English
Publisher OECD Publishing
Publisher Date 2012-04-19
Access Restriction Open
Subject Keyword Education
Content Type Text
Resource Type Chapter
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