{[ promptMessage ]}

Bookmark it

{[ promptMessage ]}


Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
1 ISS 210, SECTION 9, READING STUDY GUIDE II, FALL, 2006 Eitzen, Reading 18 (Kamerman) 1. Early Childhood Education and Care (ECEC) includes: *all arrangements providing care and education for children under compulsory school age regardless of setting (schools, centers, or carers’ homes), funding (public or private), hours (part-day, full school day, full work day), or curriculum. 2. In Europe, these early childhood education and care programs are increasingly available to all children this age [preschool] because: *they are considered good for children regardless of their parents’ employment status. 3. On average, what percentage of early childhood education and care (ECEC) is borne by parents in Europe, and in the U.S.? *in most countries government pays the largest share of the costs, with parents covering only about 11 – 30% in contrast to the 55 – 70% of costs that parents bear in the U.S. 4. Studies conducted in several European countries show that attending preschool has what affect on school performances? *distinct advantages by age 8 for early day care starters and those enrolled in center- based care. Positive differences were found in languages and all school academic subjects. Teachers found the early starters more outspoken, less anxious in school situations, more independent, and more persevering. 5. What has emerged as the dominant model of ECEC in Europe? *the movement toward universal preschools has clearly emerged as the dominant model of ECEC in Europe. Eitzen, Reading 19 (Morrill) 1. Vast differences in income and wealth are regarded by the Danes as: *a primary cause of social pathologies 2. Starting at the first grade at age 7, how are Danish schools organized? *the same 20 or so classmates, more or less evenly divided between boys and girls, will remain together for the next several years. Danish children will also have the same “class teacher” year after year. 3. What are the advantages of a class having the same teacher year after year? *with regard to classroom management and parent participation, and it is a measure that could easily be adopted by American administrators and teachers who are willing to think outside the box. One of the most beneficial effects is psychological. When a class and a teacher know that they will be working together over a period of several years, they are generally motivated to find ways to get along with one another. Neither pupil nor teachers can afford to adopt the attitude that next year each will rid the other. 4. What advantages do Danish teachers derive from teaching the same class year after year? *instead of becoming complacent or burnt out from teaching the same subject at the same
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full Document Right Arrow Icon
grade level year after year, the teacher can look forward to dealing with new material in the year to come and remains fresh as a result. The Danish teacher who accompanies the same class from the first to the sixth grade before starting over with a new class of first- graders knows the joy of seeing pupils progress over the intervening years, whereas the
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

{[ snackBarMessage ]}