Recent authoritative evidence suggests that an estimated 200 million children under five fail to achieve their developmental potential due to factors including poor health and nutrition and the lack of stable high quality care. A significant number of the world's children today lack the basic rights to health, development and protection. In light of such statistics, early childhood services for young children have expanded around the world. The SAGE Handbook of Early Childhood Policy draws critical attention to policy in Early Childhood Education and Care (ECEC) its relationship to service provision and its impact on the lives of children and families. The perspectives of leading academics and researchers from Europe, North America, South America, Africa, Australasia and Asia have been arranged around five key themes: Part 1: The Relationship Between Research, Policy And Practice: Country Case Studies Part 2: Equitable Early Childhood Services: Intervention to Improve Children's Life Chances Part 3: Extending Practice: The Role of Early Childhood Services In Family Support Part 4: Participation, Rights and Diversity Part 5: Future Directions for Early Childhood Policy This handbook is essential reading for practitioners, stakeholders and others committed to working within early years services to achieve an awareness of policy and its implications for services and practice.

Supporting (Super)Diversity in Early Childhood Settings

Supporting (Super)Diversity in Early Childhood Settings

Supporting (Super)Diversity in Early Childhood Settings
Michel Vandenbroeck

Introduction: A Note on Diversities and the Hegemony of the English Language

Let us first acknowledge that writing in English about diversity, while respecting a diversity of approaches, is a difficult enterprise, especially in a European context. In contemporary Europe, English is the most widely spread language in academic literature, and it also represents a particular way of speaking about diversity. To give but one example, the terms race and ethnicity, so common in English-language discourse on diversity in education, are impossible to use in The Netherlands, France or Belgium, for instance, as they would unavoidably refer to a history of organising people in racial groups under Nazi occupation. ...

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