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Programming experiences in early childhood development

UNITED NATIONS CHILDREN'S FUND (UNICEF)
November 2006

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This document presents examples and case studies from 21 countries. They demonstrate the benefit of cross-sectoral programming to support early childhood development, some building on early child care or education programme

From crèches to childcare : constructions of motherhood and inclusion/exclusion in the history of Belgian infant care

VANDENBROECK, Michel
2003

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This article by Michel Vandenbroeck examines the history of exclusion in Belgian infant care, depicting how 100 years ago day care centres provided care for the infants of women who worked in factories. Today in Belgium, women who work in factories are excluded from having infants cared for in day nurseries. The article examines how this has occurred and the place of childcare in western European welfare society

Social inclusion through early childhood education and care

FRIENDLY, Martha
LERO, Donna S
June 2002

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[From the introduction]: "This paper explores how childhood education and care [ECEC] services contribute to social inclusion in society.... The paper's main purpose is to examine the circumstances under which ECEC services contribute to ... social inclusion, and when they don't. The following section examines the key concepts upon which this is based. Then, applying a framework drawn from an international policy study, we consider the specific policy and program elements that enable ECEC services to contribute to social inclusion. Finally, we examine whether the current ECEC situation in Canada is constructed and supported in ways that contribute to social inclusion, what changes are needed to enable it to do so, some implications for practice and future policy directions."

Leave no child behind! Social exclusion and child development

HERTZMAN, Clyde
May 2002

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Based on research in Vancouver, the paper shows how five specific developmental outcomes in young children are correllated with socio-economic factors. It argues that Canadian society systematically denies identifiable groups of children the opportunity for healthy development and that this ought to be recognized as an important form of social exclusion alongside others

Questioning diversity : practices, discourses and the early childhood education profession

RHEDDING-JONES, Jeanette
2002

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This paper presents a review of the literature on diversity and difference and discusses the implications for early childhood education and education professionals. It shows how bureaucracies, administrations and a tendency to cultural normalization work toward assimilation rather than cultural transformation, while issues of gender, race, language, religion, social class and sexual preferences are relegated to the private sphere. Institutionalised pedagogy needs to be challenged by a pedagogy of whiteness, exposing the non-inclusive nature of educational practices, and creating a space for the complexities, richness and potential of diversity

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