Diversity and diversification in ECEC practices: Considerations from Serbia
Само за регистроване кориснике
2018
Чланак у часопису (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Focusing on diversity represents a step forward towards a complex concept of quality in the early childhood education and care (ECEC) system. The diversification of programmes and services takes shape within this framework, bringing a shift from purely technical issues towards a joint construction of the community's culture. Its complexity is visible in its conceptualisation, which combines theoretical and ideological key points concerning childhood, learning, development, well-being and the role of adults and of public policy. This article presents the process and results of a project that included a study to better understand the perspective of professionals, parents and representatives of local policymakers on the meanings given to the diversification of programmes in the ECEC system in Serbia. The method was participatory, with focus groups supporting participants in expressing their opinions and in co-creating meanings and knowledge, linking research to group reflection. The aim w...as to identify practices related to these meanings in a coherent way, focusing on the concepts of well-being and respect for diversity. The main conclusion is a strong need for a multilevel network to: (a) support policymakers and professionals in creating socially-mixed contexts, (b) support parents by making them feel that they are partners in the educational system, and (c) invest in continuous professional development (CPD) programmes for professionals to train them and encourage them to co-reflect on practice.
Извор:
European Journal of Education, 2018, 53, 2, 254-263Издавач:
- Wiley, Hoboken
DOI: 10.1111/ejed.12266
ISSN: 0141-8211
WoS: 000431495000012
Scopus: 2-s2.0-85043305548
Институција/група
Pedagogija / PedagogyTY - JOUR AU - Miškeljin, Lidija AU - Sharmahd, Nima PY - 2018 UR - http://reff.f.bg.ac.rs/handle/123456789/2687 AB - Focusing on diversity represents a step forward towards a complex concept of quality in the early childhood education and care (ECEC) system. The diversification of programmes and services takes shape within this framework, bringing a shift from purely technical issues towards a joint construction of the community's culture. Its complexity is visible in its conceptualisation, which combines theoretical and ideological key points concerning childhood, learning, development, well-being and the role of adults and of public policy. This article presents the process and results of a project that included a study to better understand the perspective of professionals, parents and representatives of local policymakers on the meanings given to the diversification of programmes in the ECEC system in Serbia. The method was participatory, with focus groups supporting participants in expressing their opinions and in co-creating meanings and knowledge, linking research to group reflection. The aim was to identify practices related to these meanings in a coherent way, focusing on the concepts of well-being and respect for diversity. The main conclusion is a strong need for a multilevel network to: (a) support policymakers and professionals in creating socially-mixed contexts, (b) support parents by making them feel that they are partners in the educational system, and (c) invest in continuous professional development (CPD) programmes for professionals to train them and encourage them to co-reflect on practice. PB - Wiley, Hoboken T2 - European Journal of Education T1 - Diversity and diversification in ECEC practices: Considerations from Serbia EP - 263 IS - 2 SP - 254 VL - 53 DO - 10.1111/ejed.12266 ER -
@article{ author = "Miškeljin, Lidija and Sharmahd, Nima", year = "2018", abstract = "Focusing on diversity represents a step forward towards a complex concept of quality in the early childhood education and care (ECEC) system. The diversification of programmes and services takes shape within this framework, bringing a shift from purely technical issues towards a joint construction of the community's culture. Its complexity is visible in its conceptualisation, which combines theoretical and ideological key points concerning childhood, learning, development, well-being and the role of adults and of public policy. This article presents the process and results of a project that included a study to better understand the perspective of professionals, parents and representatives of local policymakers on the meanings given to the diversification of programmes in the ECEC system in Serbia. The method was participatory, with focus groups supporting participants in expressing their opinions and in co-creating meanings and knowledge, linking research to group reflection. The aim was to identify practices related to these meanings in a coherent way, focusing on the concepts of well-being and respect for diversity. The main conclusion is a strong need for a multilevel network to: (a) support policymakers and professionals in creating socially-mixed contexts, (b) support parents by making them feel that they are partners in the educational system, and (c) invest in continuous professional development (CPD) programmes for professionals to train them and encourage them to co-reflect on practice.", publisher = "Wiley, Hoboken", journal = "European Journal of Education", title = "Diversity and diversification in ECEC practices: Considerations from Serbia", pages = "263-254", number = "2", volume = "53", doi = "10.1111/ejed.12266" }
Miškeljin, L.,& Sharmahd, N.. (2018). Diversity and diversification in ECEC practices: Considerations from Serbia. in European Journal of Education Wiley, Hoboken., 53(2), 254-263. https://doi.org/10.1111/ejed.12266
Miškeljin L, Sharmahd N. Diversity and diversification in ECEC practices: Considerations from Serbia. in European Journal of Education. 2018;53(2):254-263. doi:10.1111/ejed.12266 .
Miškeljin, Lidija, Sharmahd, Nima, "Diversity and diversification in ECEC practices: Considerations from Serbia" in European Journal of Education, 53, no. 2 (2018):254-263, https://doi.org/10.1111/ejed.12266 . .