UNIT TITLE: International Perspectives in Early Education & Childcare
UNIT NO: DF86 35
UNIT TITLE: Managing a Quality Curriculum
UNIT NO: DN89 35
“Critically analyse a documented element of international good practice and make a comparison with a similar documented element in Scotland.”
A documented element of good practice within “The Swedish National Curriculum” is their great value for gender equity within the early year’s education system.
All Swedish early education establishments are in agreement with the values in which the Swedish society is based on (Ministry of Education & Science, 2010). Two of these values are; equality between the genders and equal ...view middle of the document...
“It is important that preschool staffs are actively working for equality between girls and boys”… “and discusses how the educational environment can be designed to strengthen gender equality work” (National Agency for Education, 2005, p. 29).
The “Pre-Birth to Three” Framework used in Scottish early year’s settings does not have a close focus on gender equality being reinforced by early year’s practitioners through training schemes. “The Gender Equality Duty (GED) came into force across the UK in April 2007. Its purpose is to ensure that all men/boys and women/girls are treated fairly by public agencies and public services” (Children in Scotland National Agency 2008). Although, even though the GED is in place, it is not included in the Scottish framework, which is implemented into early childcare establishments.
Within the “rights of the child” from the “Pre Birth to Three” document, they make reference to a key principle being equality, although not necessarily of gender.
In order to ensure gender equity in the Scottish early years; which will aid to stop stereotypical views on boys and girls, a training scheme for practitioners could be adopted and used.
PART 1 REFERENCE
• Ärlemalm-Hagsér, E. (2010). Gender choreography and micro structures–early childhood professionals’ understanding of gender roles and gender patterns in outdoor play and learning. European Early Childhood Education Research Journal, 18(4), 515–526.
• Ärlemalm-Hagsér, E., & Pramling-Samuelsson, I. (2009) [Different gender structures appears as parallell actions in Swedish preschool]. (Pgs. 89–109.)
• Eidevald, C.(2009). [There are no girl decision-makers–Understanding gender as a position in preschool practices]. School of Education and Communication, Jönköping University.
• MacNaughton, G. (2000). Rethinking gender in early childhood education. Sydney: Allen & Unwin.
• MacNaughton, G. (2006). Constructing gender in early-years education. In C. Skeleton, B. Francis & L. Smulyan (Eds), The SAGE Handbook of Gender and Education (pgs. 7–17). London: SAGE.
• Sandberg, A., & Pramling-Samuelsson, I. (2005). An interview study of gender differences in preschool teachers’ attitudes towards children’s play. Early Childhood Education, (pgs. 297–305.)
• Scottish Government, (2010), Pre Birth to Three, National Guidance, (Pg19)
In order to gain an understanding of “gender equality” in early years establishments, for the implementation of gender equality introduced by practitioners I chose “The Swedish Curriculum’s” gender equity programme, as I valued its training and results of equality from a young age.
I made the decision to...