Learning for All: Lessons from ASER and Pratham in India on the Role of Citizens and Communities in Improving Children’s Learning

Rethinking early years: how the neoliberal agenda fails children

Soundings ◽

10.3898/soun.76.09.2020 ◽

2020 ◽

Vol 76 (76) ◽

pp. 128-157

Author(s):

Celia Burgess-Macey ◽

Clare Kelly ◽

Marjorie Ouvry

Keyword(s):

Good Practice ◽

Early Learning ◽

Early Years ◽

Formal Curriculum ◽

Small Children ◽

Children’S Learning ◽

Early Years Education ◽

Education And Care ◽

Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

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The role of soundscape in children’s learning

The Journal of the Acoustical Society of America ◽

10.1121/1.4779858 ◽

2002 ◽

Vol 112 (5) ◽

pp. 2412-2413 ◽

Cited By ~ 1

Author(s):

David Lubman ◽

Louis C. Sutherland

Keyword(s):

Children’S Learning ◽

Children's Learning

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A Wolf in Sheep’s Clothing: The Bulk Funding Debate

The New Zealand Annual Review of Education ◽

10.26686/nzaroe.v0i9.1382 ◽

1999 ◽

Author(s):

Keith Sullivan

Keyword(s):

High School ◽

Government Policy ◽

Board Of Trustees ◽

Historical Overview ◽

Children’S Learning ◽

Children's Learning

This article examines the bulk funding debate and concludes, first, that it is the injection of extra money, rather than the mechanism of bulk funding itself, which has allowed some schools to enhance their offerings. Secondly, it argues that in having taken on the responsibilities of governorship (including becoming employers of their children’s teachers), parents have been diverted from the more important role of engagement with their children’s learning, in partnership with teachers. An historical overview of the vigorous debate over bulk funding is also provided, from its inception with Tomorrow’s Schools up until the present, in view of its promised demise under current government policy. The article also presents a case study of a series of events at Colenso High School, Napier, where teachers, with support from the community, caused the Board of Trustees to reverse their decision to opt into bulk funding (the Fully Funded Option).

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PERAN IBU DALAM KEGIATAN PENDAMPINGAN BELAJAR ANAK MELALUI PRINSIP INDIVIDUAL LEARNING-CENTERED

EGALITA ◽

10.18860/egalita.v0i0.1993 ◽

2012 ◽

Author(s):

Ahmad Abtokhi

Keyword(s):

Academic Achievement ◽

Individual Learning ◽

Learning Activities ◽

Children’S Learning ◽

Learning Attitude ◽

Learning Centered ◽

The Right ◽

Children's Learning

This research describing the role of the mother that very central in assisting children’s learning activities through the concept of mentoring that focuses on the uniqueness of each individual. This concept is termed a Learning- Centered Individuals who see uniquely child has potential, interests and dy- namics of each problem, so that the practical assistance should be focused on managing the potential and uniqueness of each individual dynamics prob- lems to deliver the right learning attitude, without forgetting the reaching academic achievement.<br /><br />Keywords: Ibu, pendampingan, belajar, Individual Learning-Centered

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