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By Gillian Pugh

Compliment for First variation 'The ebook has been broadly revised to take account of contemporary laws in schooling, overall healthiness and social providers, and incorporates a new bankruptcy on children’s rights. It brings jointly the perspectives of a number of the so much in demand and well-respected figures within the early years region' - Nursery global it truly is now generally authorized that in the 1st few years of lifestyles the principles are laid for all destiny improvement. If childrens are to arrive their complete capability, then top of the range companies are required that meet their wishes for schooling and care, and the wishes in their mom and dad for help. but it's only very lately that govt has famous the significance of

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In this chapter, I want to compare early childhood services and related 1 policies in Britain with those in our European partners, identifying some similarities and some differences. But before making this comparison, I want to flag up some features of the social, economic, demographic and political context which have had a bearing on shaping recent developments in early childhood services in Britain. I then want to make a more specific comparison. In the late 1990s, both Britain and Sweden moved responsibility for early childhood services and school-age childcare services (called `freetime' services in Sweden) into education, becoming the only countries in the world where these services and schools fall within the same administrative framework.

With its strong market orientation, polarised employment and high levels of poverty, the British system is more socially divisive than most other countries: there is a system for the poor, workless and disadvantaged, and another for the affluent, `work rich' and advantaged. The relationship of preschool and school systems, and how far the latter does or should influence the former, is an issue in many European countries; but because primary schooling reaches down the age-range so far, to encompass many 4-year-olds, the early childhood system in Britain is inherently weaker and more liable to domination by school agendas than in most other countries.

The work of the teacher is mainly to be able to listen, see and let oneself be inspired by and learn from what the children say and do (Dahlberg, 1997, p. 23). It would be misleading to suggest the new ways of working and thinking outlined above are universally adopted. There is considerable diversity between local authorities in Sweden, and there are resistances among many practitioners to working in teams. Not everyone would accept a social constructionist analysis or these new ideas about learning.

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