The SAGE Handbook of Early Childhood Policy
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Recent authoritative evidence suggests that an estimated 200 million children under five fail to achieve their developmental potential due to factors including poor health and nutrition and the lack of stable high quality care. A significant number of the world s children today lack the basic rights to health, development and protection.
In light of such statistics, early childhood services for young children have expanded around the world. The SAGE Handbook of Early Childhood Policy draws critical attention to policy in Early Childhood Education and Care (ECEC) its relationship to service…mehr

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Produktbeschreibung
Recent authoritative evidence suggests that an estimated 200 million children under five fail to achieve their developmental potential due to factors including poor health and nutrition and the lack of stable high quality care. A significant number of the world s children today lack the basic rights to health, development and protection.

In light of such statistics, early childhood services for young children have expanded around the world. The SAGE Handbook of Early Childhood Policy draws critical attention to policy in Early Childhood Education and Care (ECEC) its relationship to service provision and its impact on the lives of children and families. The perspectives of leading academics and researchers from Europe, North America, South America, Africa, Australasia and Asia have been arranged around five key themes:

Part 1: The Relationship Between Research, Policy And Practice: Country Case Studies

Part 2: Equitable Early Childhood Services: Intervention to Improve Children s Life Chances

Part 3: Extending Practice: The Role of Early Childhood Services In Family Support

Part 4: Participation, Rights and Diversity

Part 5: Future Directions for Early Childhood Policy

This handbook is essential reading for practitioners, stakeholders and others committed to working within early years services to achieve an awareness of policy and its implications for services and practice.
Autorenporträt
Claire Cameron is Reader in Education at the Thomas Coram Research Unit, Institute of Education, University of London, UK. She has carried out research on children and young people, children's services and the children's workforce for over 20 years, with a particular interest in young people in institutional and marginalised circumstances and in care and education, and the interface between the two. She has a long-standing interest in European comparative research and was coordinator of the Young People from a Public Care Background: Pathways to Education in Europe (YiPPEE) study, funded by the European Commission's Framework Programme 7. Her interests also span the European professional of social pedagogy and what this may have to offer to professional practice with children and young people in the United Kingdom.