natgillin/translations-raw huggingface dataset:
An academic orientation on basic skills (for instance, concerning phonological awareness and letter knowledge) can be embedded in a curriculum of playful, authentic activities, including shared dialogical reading and talking with the teacher, that foster deep vocabulary, discourse comprehension and world knowledge in addition (Dickinson et al., 2003) – which is also DAP.
Prikazane strukturne značilnosti kakovosti so ponavadi določene z državnimi ali deželnimi zakonskimi predpisi o kakovosti. Zato ni nič nenavadnega, da so študije pokazale, da imajo države s strožjimi zakonskimi predpisi o predšolski vzgoji in varstvu višjo strukturno in procesno kakovost kot države, ki nimajo tako strogih predpisov (Chan in Mellor, 2002; Cost, Quality in Child Outcomes Study Team, 1995; Gilliam in Zigler, 2000; Phillips et al., 2000).
Moreover, what seems essential for all approaches is a positive socioemotional climate, with emotionally safe and stable relationships, with sensitive-responsive, non-intrusive teachers.
Tietze in Cryer (1999) sta v evropskem projektu, ki se ne ukvarja posebej s skupinami z nizkimi dohodki ali etničnimi manjšinami, pokazala, da evropske zvezne dežele in države, ki urejajo zgodnje vzgojne in predšolske sisteme predvsem v okviru osnovnošolske politike, zanemarjajo bistvene značilnosti strukturne kakovosti (tj. dovoljujejo velike skupine in veliko število otrok na zaposlenega) in imajo slabšo procesno kakovost v primerjavi z deželami in državami s samostojno predšolsko politiko.
There is no reason on beforehand why an orientation on emerging school skills using authentic activities in which teachers participate, cannot go together with a positive socioemotional climate (cf. Stipek et al., 1998, who make the same point).
Predšolski projekt IEA (IEA Preprimary Project) je longitudinalna večnacionalna študija o predšolski vzgoji in varstvu v desetih državah (skupaj z naslednjimi evropskimi državami: Finsko, Grčijo, Irsko, Italijo, Poljsko in Španijo).
Chapter 1: The Impact of High Quality Education and Care on Young Children: Review of the Literature
Predšolska vzgojain varstvo v Evropi: odpravljanjesocialneinkulturne neenakosti
Beneficial developmental effects of early childhood care and education for all children, and beneficial compensatory effects for disadvantaged children in particular, depend on high quality – that is, emotionally secure, sensitive, supportive, non-intrusive but predominantly verbal, stimulating and guiding, or scaffolding – interactions of teachers and children.
Poleg tega meri učinke teh značilnosti na razvoj jezika otrok in njihove spoznavne spretnosti pri sedmih letih, ki jih dobijo z enakovrednim večnacionalnim primerjalnim naborom testov.
The more of this, the better.
Kot poroča Montie s sod.
There is some consensus that early childhood caregivers and teachers should be trained at the bachelor level and should have credentials in courses that are specific to early childhood.
Čas v skupinskih dejavnostih je bil negativno povezan s spoznavnimi dosežki, čas, namenjen samoiniciativnosti ali učenju v majhnih skupinah in reševanju problemov, pa je bil pozitivno povezan s spoznavnim razvojem.
(2006), in a large scale multi-site and multi-state study in the USA, found mixed effects of different levels of general education on classroom quality.
Lahko je odvisen od širšega kulturnega okolja in prevladujočih vzorcev socializacije v družini (Clarke-Stewart et al., 2006).
Teachers with more than a bachelor degree (i.e., master’s degree or PhD) had higher classroom quality than teachers with a degree below the bachelor level, but there were no detectable differences between the bachelor and the below-bachelor degrees.
Je pa še ena razlaga: značilnosti strukturne kakovosti so bistveni pogoj za optimiziranje procesne kakovosti, vendar nimajo neposrednega vpliva na razvojne dosežke, kar pomeni, da so lahko vpliv teh značilnosti v analizi IEA podcenili.
Similarly, specific early childhood training mattered when teachers had lower general education, but made no difference at or above the bachelor level.
Nadalje je zanimiv rezultat študije IEA, ki kaže, da na različne jezikovne in spoznavne dosežke niso vplivali le okoljski dejavniki, pač pa tudi tisti na državni ravni.
With regard to children’s academic skills, teachers with a bachelor or more than a bachelor degree had better outcomes in math and problem-solving, but not in language and literacy.
Različne jezikovne in spoznavne dosežke so na primer lahko dosledno napovedali glede na delež okolij v državi, v katerih so odrasli veliko sodelovali pri dejavnostih otrok, kar namiguje, da morajo državni zakonski predpisi neposredno urejati proces kakovosti, na primer s tako imenovanim nacionalnim kurikulumom (zgledi so predstavljeni v Chan in Mellor, 2002).
There are several explanations for this pattern of mixed findings.
Če se predšolska vzgoja uporablja kot ukrep za izenačevanje možnosti, le kratkoročni učinki niso zadostni.
First, other structural quality characteristics – the children-to-staff ratio, for instance – may be important, while not strongly correlated with teachers’ education and training (see also Early et al., 2007, for a similar argument).
Pogosto je dokumentirano, da učinki programov postopoma minejo, vendar to ni tako univerzalno in neizogibno, kakor se zdi na prvi pogled. Rezultati številnih prej omenjenih programov na primer nakazujejo, da je mogoča njihova dolgoročna učinkovitost. Blok s sod.
The latter may an important structural quality characteristic in itself: continued in-service training and the use of quality monitoring systems in early childhood care and education centres.
Medtem pa smo lahko priča nekaterim drugim koristim omenjenih programov, kot so manj ponavljanj razredov, manj premeščanja na posebno šolo, v sistemih z zunanjo diferenciacijo nižjih sekundarnih šol pa povečan vpis učencev družin z nizkimi dohodki in otrok etničnih manjšin na zahtevnejše šole.
In a comment on similar findings in seven different studies in the USA on the effects of teacher education, Early et al.
Verjetno je, da bi bili z boljšim oblikovanjem programa in kakovostnejšim kurikulumom pozitivni učinki ukrepov predšolske vzgoje lahko trajnejši.
(2007) state that ‘generally, we (…) still think education should matter for
Dokaz za to je, da zgodnji začetek (pri treh letih ali prej, vendar ne prezgo-
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities teachers as well as for most professions’.
Pri omenjenih kombinacijskih programih so se učinki skozi čas najmanj zmanjšali.
To explain the lack of associations of teacher education level with classroom process quality the researchers argue that present teacher education is not sufficiently adapted to the education of young children.
Kot smo že omenili, je naslednja pomembna značilnost intenzivnost ali »količina« predšolske vzgoje: večja, kot je »količina«, večji so dolgoročni učinki in počasneje minejo (Gorey, 2001).
They point in particular to the lack of awareness in teacher training programs of the importance of trusting, respectful relationships between children and teachers, due to the strong emphasis in these programs on subject matter content knowledge.
Le s privzemanjem na otroka usmerjene razvojne metode za spodbujanje otrokove samoregulacije, zagotavljanjem pedagoško varnega in stabilnega okolja za spodbujanje varnih socialnih stikov in socialne kompetence ter kombiniranjem tega z avtentičnimi dejavnostmi, ki vodijo otroke pri odkrivanju kulturnih jezikovnih področij, pismenosti, matematike in naravoslovja, je mogoče priti na cilj, to je do dolgoročnega zmanjšanja vrzeli v zgodnjem izobraževanju in izenačenih možnosti za vse otroke.
Furthermore, a targeted training programme for early childhood teachers to promote more appropriate language and literacy interaction behaviours in early childhood classrooms was found to significantly improve children’s language and literacy development (Wasik et al., 2006).
Tri od prej omenjenih kombiniranih programov so ocenili z analiziranjem koristi in stroškov in vsi so pokazali visoko naložbeno donosnost. Te programe izvajajo v Perryjevem vrtcu (Perry Preschool), Abecedarium (Abecedarian) in čikaških otroško-starševsih centrih (Chicago Parent-child Centers) (Barnett, 2000; Masse in Barnett, 2002; Beleld et al., 2006; Reynolds et al., 2002).
So perhaps another explanation is that general teacher training programmes are not sufficiently targeted to desired practices in early childhood education.
Kot trdi Heckman (2006), so najdonosnejše tiste vzgojne in izobraževalne naložbe v človeški kapital, ki so usmerjene v predšolsko vzgojno obdobje.
Structural quality characteristics, like those discussed above, are usually addressed in a state’s or country’s statutory quality regulations (see Chapter 4)..
Toda ne glede na vse, je treba zmanjševanje učinkov jemati resno. Ena izmed mogočih razlag za to, da učinki pojenjajo, je, da se otroci, ki jim je bila zagotovljena kakovostna zgodnja vzgoja, vpišejo v nekakovostne osnovne šole z manj ugodno socialno-ekonomsko šolsko populacijo in več težavami z varnostjo (glej na primer Lee in Loeb’s (1995), študija udeležencev projekta Head/Start).
The focus of the study is on the structural and process characteristics of representative samples of care and education settings for four-year-olds, using the ECERS-R (Harms et al., 1998) and a few other observation systems, and the effects of these characteristics on children’s language and cognitive skills at age 7 that were assessed with a crossnational equivalent test battery.
V zvezi s tem bi bilo zanimivo natančneje raziskati rezultate vzorčnega programa z zadovoljivimi dolgoročnimi učinki in zelo ugodno naložbeno donosnostjo. Reynolds s sod.
(2006), based on three-level (country, setting, child) regression analysis, reveal positive effects on language and cognitive skills of the degree of adults’ (teachers) participation in children’s activities and of adult-child interaction (but only in the context of setting with a mainly child-initiated orientation).
(2004) je v ponovni analizi projekta čikaških otroškostarševskih centrov (Chicago Child-Parent Centers) podrobno raziskal, kako so se spoznavni, jezikovni, akademski in socialno-čustveni učinki predšolskega programa pri petem in šestem letu prenesli in spremenili v različne vmesne in končne dosežke pri osemnajstih letih.
In addition, also the amount of child-child interaction at age 4 was positively related to language scores at age 7.
S statistično tehniko strukturnih enačb je Reynolds s sodelavci pokazal, da je bilo v prenos zgodnjih učinkov v dolgoročne dosežke vpletenih veliko posrednih dejavnikov.
The amount of whole group activities was negatively related to cognitive outcomes, whereas time for self-initiated or small group discovery learning and problem solving was positively related to cognitive development.
Nekateri med njimi so bili povezani z družino in dokazali, da je njena vpletenost v program pomagala ohranjati zgodnje spoznavne učinke, tako da je zmanjšala zlorabe otrok in prepisovanje s šole na šolo od četrtega do dvanajstega leta ter izboljšala sodelovanje staršev v šoli.
With respect to structural quality characteristics, the IEA Preprimary Project found consistent and statistically significant, but relatively small effects of the number of years of full-time teacher training on language scores.
Drugi dejavniki so bili povezani z začetkom primarne šole. Otrokov napredek v spoznavnih in akademskih spretnostih je pripomogel k prilagojenosti v razredu, to pa je vplivalo na večjo pripadnost šoli in zmanjšalo osip.
There were no consistent effects of group size and child-to-teacher ratio across the participating countries, which may suggest that these quality aspect are not as universally relevant as thought.
Izboljšane ocene zaradi izboljšanih spoznavnih in akademskih spretnosti so prav tako pripomogle k večji zavezanosti do šole.
It may depend on the wider cultural context and the predominant patterns of socialization in the family what counts as high structural quality (Clarke-Stewart et al., 2006).
Končno pa so med seboj povezani dejavniki – otrok, šola, družina – pripomogli k vpisu na kakovostno srednjo šolo in srednješolskemu uspehu ter zmanjšali mladoletniške prestopke pri osemnajstih letih.
However, another explanation may be that structural quality characteristics are essential prerequisites for optimizing process quality, but do not have direct effects on developmental outcomes, so that in the analyses that were conducted in the IEA Preprimary Project the impact of these characteristics may have been underestimated.
Pot učinkov predšolskih vzgojnih programov na dolgoročne dosežke je precej zapletena in vključuje različne sisteme (otrok, družina, osnovna in srednja šola), izmed katerih je vsak občutljiv na zunanje negativne okoliščine, zato jih je treba primerno zavarovati in jim zagotavljati nenehno podporo (Lee in Loeb, 1995).
An interesting result of the IEA Preprimary Project, furthermore, was that not only factors at the setting level, but also at the country level explained variance in language and cognitive scores.
Ovire: selektivni dostop in izraba možnosti, segregacijske težnje
For instance, variance in language and cognitive outcomes at the country level was consistently predicted by the percentage of settings in the country where adults participate in children’s activities and have lots of interaction with children, suggesting that statutory regulations at the state or country level should address directly the desired process quality, for instance, in the form of so-called national curriculum (examples are presented in Chan & Mellor, 2002). 1.5. Long term benefits, obstacles to use and systems design
Magnuson in Waldfogel (2005) razpravljata o pogojih, ki bi jih bilo treba v predšolskih vzgojnih in varstvenih sistemih izpolniti, da bi zmanjšali spoznavne in socialno-čustvene razlike med otroki srednjega in nižjega razreda ter otroki priseljencev in etničnih manjšin.
For instance, the results of a number of programmes, referred to in the previous sections, indicate that longterm efficacy is possible.
Prvi glavni pogoj zadeva vpliv predšolske vzgoje in varstva na pripravo šolskih spretnosti.
In their meta-analysis of evaluation studies of preprimary programs published after 1985, Blok et al.
Večji ko je vpliv, bolj se te razlike zmanjšajo.
In the meantime there may be several benefits, such as reduced class repetition, reduced referral to special education and, in differentiated – tracked – secondary school systems, increased transition of students of low income and ethnic minority families to the higher tracks of secondary education.
Drugi pogoj se nanaša na to, ali ima predšolska vzgoja diferencialni ali kompenzacijski vpliv, pri čemer zadnji zagotavlja, da bodo imeli najbolj prikrajšani največ koristi.
Especially the previously discussed combination programs show less decay of effects.
Programi za najbolj prikrajšane morajo biti najučinkovitejši.
As noted, a further important characteristic is the intensity or ‘dose’ of the preprimary school intervention: the higher the dose, the more sizeable the effects that are found in the long term and the smaller the rate of decay (Gorey, 2001).
Prikazani dokazi potrjujejo, da kakovostni predšolski programi lahko zadostijo prvima dvema pogojema.Tretji pogoj se nanaša na to, koliko si vzgojno prikrajšane skupine predšolsko vzgojo dejansko izberejo.
Adopting a childcentred developmental approach to promote children’s self-regulation skills, providing a pedagogically safe and stable environment to promote secure social relationships and social competence, and combining this approach with authentic activities that guide children in exploring the cultural domains of language, literacy, math and science, will serve the goal of equity by reducing the early education gap best in long term.
Po pregledu dokazov Magnuson in Waldfogel skleneta, da bo na ravni družbe predšolska vzgoja veliko pripomogla k zmanjšanju zgodnjih vzgojnih in izobraževalnih razlik le, če bodo družine z nizkimi dohodki in etnične manjšine množično vpisovale svoje otroke v zelo kakovostne predšolske institucije.
Long term efficacy appears in above-average school achievement scores in the later grades (concerning reading and math), better completed school careers, less school drop-out, lower dependency on welfare, higher economic independence, less psychosocial problems, less juvenile delinquency, less smoking and lower rates of teenage pregnancy. Three of the aforementioned
V večini držav imajo družine z nizkimi dohodki in priseljenske družine slabši dostop do (kakovostnega) vrtca (Arnold in Doctoro, 2003; Chan in Mellor, 2002; Magnuson in Waldfogel, 2005; LoCasale-Crouch et al., 2007; OECD, 2001; Sylva et al., 2007b). Stipek s sod.
Early Childhood Education and Carein Europe: Tackling Social and Cultural Inequalities combination programmes have been subjected to cost-benefit analyses and all indicate high return rates.
(1998) je opazil, da so v ZDA predšolske institucije za otroke staršev z nizkimi dohodki in otroke etničnih manjšin usmerjene predvsem na didaktične in osnovne spretnosti, pri tem pa se zanemarja socialno-čustveni razvoj.
In a re-analysis of the Chicago Child-Parent Centres project, Reynolds et al.
Poleg tega so v njih zaposleni manj izobraženi vzgojitelji. Podobno je Phillips s sod.
(2004) detail how early programme effects on cognitive, language, academic and socialemotional skills at age 5 and 6, were transported and transformed into a variety of intermediate and final outcomes at age 18.
(2000) ugotovil, da so vrtci z bolj izobraženimi in plačanimi vzgojitelji, nižjim razmerjem med številom otrok in zaposlenih in višjo »učno« kakovostjo dražji in zato nedostopni za družine z nizkimi dohodki.
Using a structural equations statistical technique, Reynolds et al. show that many mediating factors were involved in the transport of early effects to long term outcomes.
Čeprav se ti podatki nanašajo predvsem na ZDA, pa so lahko pomenljivi tudi za druge države, ki imajo v glavnem zasebno predšolsko vzgojo.
Others were related to the start of the children in primary school.
Še več, študija Sylva s sod.
Decreased grade retention, as a consequence of improved cognitive and academic skills, also contributed positively to school commitment.
(2007b) v Združenem kraljestvu ponuja podoben dokaz za socialno selektivno uporabo predšolskega vzgojnega sistema.
Finally, child, school and family related factors influenced the transition to a good quality high school, which resulted in higher educational attainment and lower juvenile delinquency at age 18.
Ker nista izpolnjena niti prvi niti drugi pogoj, ki ju omenjata Magnuson and Waldfogel, to pomeni glavno oviro pri uporabi predšolske vzgoje kot sredstva za povečanje izobraževalnih priložnosti za priseljenske otroke in otroke nižjega razreda.
Magnuson and Waldfogel (2005) discuss the conditions that should be met by preprimary education and care systems in order to significantly narrow the education gap for children from low income and immigrant or ethnic minority families.
Zaskrbljujoče je tudi to, da veliko predšolskih vzgojnih sistemov v mnogih državah kaže precejšnjo zakrpanost (OECD, 2001).
The first crucial condition concerns the impact of preprimary education and care on school readiness skills.
Ti sistemi so zaznamovani s številnimi prekinitvami in velikimi prehodi, ki trgajo otrokove socialne stike z drugimi otroki in skrbniki.
The bigger the impact, the more the education gap will be reduced. The second condition concerns the degree in which preprimary education and care has a differential, or compensatory, impact, meaning that the most disadvantaged will benefit most.
Prekinitve in nenehne motnje verjetno manj učinkovito odpravljajo pomanjkljivosti razvojnih in učnih procesov in so lahko vzrok vedenjske neprilagojenosti ter slabih učnih uspehov v primarni šoli (Cryer et al., 2005; Rim-Kaufman in Pianta, 2002).
Programmes should have stronger effects for those who are most disadvantaged. The evidence
Še več, neenakomerni sistemi spodbujajo socialno selektivno uporabo predšolskega sistema (Leseman, 2002).
The third condition concerns the actual use of preprimary education by educationally disadvantaged groups. After reviewing the evidence, Magnuson and Waldfogel, conclude that, on the scale of society, preschool education will only contribute to significantly narrowing the early education gap if the use of high quality day care centres and preprimary schools by low income and ethnic minority families is massively increased.
Predšolska vzgoja in varstvo sta v večini držav na voljo na zapletenem in razčlenjenem trgu z različnimi tipi varstva in vzgoje (na primer varstvo v vrtcu, doma, celodnevno, poldnevno in podobno), različnimi cenami, načini financiranja, predpisi o kakovosti, kar v mnogih državah povzroča socialno selektivno uporabo, ta pa dodatno spodbuja neenakosti (OECD, 2001).
The supply is provided by private, partly subsidised or fully subsidised organisations.
Ponudbo sestavljajo zasebne, delno subvencionirane ali popolnoma subvencionirane organizacije.
Subsidies may be centralised (passed directly to centres) or decentralised (through vouchers and tax reduction for parents).
Subvencije so lahko centralizirane (vrtci kot neposredni prejemniki) ali decentralizirane (vavčerji in davčne olajšave za starše).
There may be different licensing and accreditation regulations, and – correlated with this – there may be strong differences in quality.
Prav tako so različni predpisi za pridobitev licence za delovanje, s tem pa je povezana tudi kakovost.
In this mixed and segmented market, parents consider alternatives which are not always to the benefit of the child.
Na tako raznovrstnem trgu se starši odločajo med različnimi možnostmi, kar ni vedno v prid otroka.
There may be other adults present in the home or nearby who can care for the children. One of the parents may stop working as long as the children are young.
Doma ali v bližini so lahko odrasli, ki pazijo na otroke, ali pa eden izmed staršev preneha delati, dokler so otroci majhni.
There may be low priced alternative care provisions, which probably are of low quality.
Seveda so tudi cenene možnosti, a so verjetno slabše kakovosti.
Available evidence suggest that socioeconomic class and ethnic-cultural differences in the use of preprimary services can be explained by at least four factors (based on literature reviewed in Leseman, 2002):
Dokazi, ki so nam na voljo, kažejo, da lahko razložimo socialno-ekonomski razred in etnično-kulturne razlike pri izbiri predšolskih storitev z najmanj štirimi dejavniki (glede na pregledano literaturo v Leseman, 2002).
The family income, the number of children, and the mother’s employment and hourly wages, in relation to the parental fee required by the provisions and subsidy provided to the family.
Družinski dohodek, število otrok, zaposlitev matere in njena urna postavka v primerjavi s plačilom za vrtec in olajšave, do katerih je upravičena družina.
The cultural and religious child rearing beliefs, in particular the view that young children should be cared for by their mothers versus the importance attached to early stimulation of (second) language and literacy development.
Kulturna in verska prepričanja o vzgoji otroka; še zlasti prepričanje o tem, da mora za majhne otroke skrbeti mati nasproti prepričanju o zgodnjem spodbujanju (drugega) jezika in razvijanju pisnih spretnosti.
The degree of social and cultural integration and the number of years of residence in the new country, and, more specifically, the confidence in professional education and care provisions as representatives of the majority society.
Stopnja socialne in kulturne integracije ter leta prebivanja v novi državi; natančneje, zaupanje v strokovno predšolsko vzgojo in varstvo kot predstavnika večinske družbe.
Considerations of convenience and the availability of informal care by relatives living in the same neighbourhood, in relation to location, opening hours, and rules regarding care for sick children.
Pripravnost in dostopnost priložnostnega varstva pri sorodnikih, ki živijo v isti soseski, v primerjavi z lokacijo, odpiralnim časom in pravili vrtca o varstvu bolnega otroka.