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Australian early childhood teaching ...

Boyd, Wendy.

Australian early childhood teaching programsperspectives and comparisons to Finland, Norway and Sweden /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Australian early childhood teaching programsby Wendy Boyd.
Reminder of title:	perspectives and comparisons to Finland, Norway and Sweden /
Author:	Boyd, Wendy.
Published:	Singapore :Springer Singapore :2020.
Description:	xiv, 121 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Early childhood educationAustralia.
Online resource:	https://doi.org/10.1007/978-981-15-5837-5
ISBN:	9789811558375$q(electronic bk.)

Australian early childhood teaching programsperspectives and comparisons to Finland, Norway and Sweden /
Boyd, Wendy.

Australian early childhood teaching programsperspectives and comparisons to Finland, Norway and Sweden /[electronic resource] :by Wendy Boyd. - Singapore :Springer Singapore :2020. - xiv, 121 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

1 Introduction to the book -- 2 Background to the study -- 3 Strengths, improvements, and entry into ECT programs -- 4 Academics' perspectives of optimal models for ECT programs -- 5 The role of professional experience within the early childhood teaching degree -- 6 The challenges, barriers and enablers of early childhood teacher degrees -- 7 Quality programs, quality teachers-conclusions and recommendations.

This book examines the approaches, content and design, and practices of current early childhood teacher preparation programs in universities across Australia, and compares them with those in Finland, Norway and Sweden. It is well established that investment in good quality early childhood education yields the best outcomes for children, and that there is significant correlation between quality early childhood learning environments and qualified teachers. As such, this book offers key insights into academic approaches to the design, implementation and assessment of early childhood teacher programs, and how these programs are shaped in response to requirements and constraints, both within the university context and beyond. This book provides a focus to inform future practice for decision-makers of early childhood teacher policy; researchers interested in improving the quality and status of early childhood education; and assessors of early childhood teacher programs.

ISBN: 9789811558375$q(electronic bk.)

Standard No.: 10.1007/978-981-15-5837-5doiSubjects--Topical Terms:

877407
Early childhood education
--Australia.

LC Class. No.: LB1139.3.A8 / B69 2020

Dewey Class. No.: 372.21

Australian early childhood teaching programsperspectives and comparisons to Finland, Norway and Sweden /
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505 0 $a 1 Introduction to the book -- 2 Background to the study -- 3 Strengths, improvements, and entry into ECT programs -- 4 Academics' perspectives of optimal models for ECT programs -- 5 The role of professional experience within the early childhood teaching degree -- 6 The challenges, barriers and enablers of early childhood teacher degrees -- 7 Quality programs, quality teachers-conclusions and recommendations.
520 $a This book examines the approaches, content and design, and practices of current early childhood teacher preparation programs in universities across Australia, and compares them with those in Finland, Norway and Sweden. It is well established that investment in good quality early childhood education yields the best outcomes for children, and that there is significant correlation between quality early childhood learning environments and qualified teachers. As such, this book offers key insights into academic approaches to the design, implementation and assessment of early childhood teacher programs, and how these programs are shaped in response to requirements and constraints, both within the university context and beyond. This book provides a focus to inform future practice for decision-makers of early childhood teacher policy; researchers interested in improving the quality and status of early childhood education; and assessors of early childhood teacher programs.
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