Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.746173
Title: Relationship between early childhood and primary education in France and Sweden
Author: Kaga, Y.
ISNI:       0000 0004 7230 2331
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
The relationship between early childhood and primary education is intensifying in recent years. With almost all children in Western Europe attending early childhood education (ECE) programmes by the age of four, there is increasing demand for primary education to be better linked with the preceding stage in the interest of improved educational transitions and outcomes. Thanks to the growing body of research on the benefits in later school achievement, employment, economic development, gender and social equity, ECE is now firmly on the policy agenda of national governments in Europe as well as international organisations, side by side with primary education. Fresh interest in the relationship has emerged also with the adoption of the vision of lifelong learning, prompting efforts to conceive a seamless system whereby various stages and areas of education are connected and form a coherent whole. As participation and investment in ECE grows, the question arises as to whether this is a distinct phase of education or an adjunct to primary schooling and what the consequences of the different types of relationship might be. This study aims to understand and compare the relationship between early childhood and primary education in France and Sweden, which have contrasting histories and approaches in relation to ECE and schooling. In particular, using globalisation and the social construction of the child as key framing concepts, the study seeks to understand and compare policy changes over time and the views and experiences of key stakeholders in ECE and schooling regarding the relationship in both countries. This is a unique comparative study on the relationship that employs a case study method involving policy and interview analyses. It seeks to contribute to theoretical and policy discussions on the relationships between different stages of education, including conditions for forging a constructive relationship.
Supervisor: Cameron, C. ; Moss, P. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.746173  DOI: Not available
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