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Early childhood education regulative development in spain
Early childhood education regulative development in spain
Early childhood education regulative development in spain
Early childhood education regulative development in spain
Early childhood education regulative development in spain
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Early childhood education regulative development in spain

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  • 1. This work is aimed to analyze children’s needs and review all regulative development concerning the period from 0 to 3 years in Spain. Renata Sarmento r [email_address] Elisa Ruiz [email_address] Beit Issie Shapiro’s 5 th International Conference on Disabilities
  • 2. <ul><li>Legislative and social changes have transformed the situation of children zero to six years. The incorporation of women into the job market and inclusion of childhood education in the educational system are some of the factors that determined these changes. </li></ul><ul><li>Currently, almost 100% of children aged 3 years attends early childhood education centers. This percentage has been increasing over the past 15 years. During 1991-92, the enrollment rate at 3 years was 38.4% while in 2006-07 this number reached 96.8%. </li></ul>Beit Issie Shapiro’s 5 th International Conference on Disabilities
  • 3. <ul><li>This work is aimed to analyze children’s needs and then review all regulative development concerning the period from 0 to 3 years. In order to achieve this aim, this study will: </li></ul><ul><li>Review all regulative development at national and community level concerning that period from 0 to 3. </li></ul><ul><li>Make a comparison between the different rules at community level related to the following issues: aims and contents of portfolios, resources in relation to inclusive education and minimum requirements of pre-primary education centers. </li></ul>Beit Issie Shapiro’s 5 th International Conference on Disabilities
  • 4. <ul><ul><li>Legal indeterminacy </li></ul></ul><ul><ul><li>Need to address these issues so that the answer given is appropriate to the needs of early childhood </li></ul></ul><ul><ul><li>There are indicators of quality but actually the education authorities are ignoring these criteria </li></ul></ul><ul><ul><li>Spain is far from meeting the minimum requirements for quality care in the period 0 to 3 years. </li></ul></ul>Beit Issie Shapiro’s 5 th International Conference on Disabilities
  • 5. <ul><li>Renata Sarmento Henrique. Psychologist. Phd Student UNED.Spain </li></ul><ul><li>[email_address] </li></ul><ul><li>Elisa Ruiz Veerman. Phd Education. UCM. Spain </li></ul><ul><li>[email_address] </li></ul>Beit Issie Shapiro’s 5 th International Conference on Disabilities Sarmento Henrique, R. y Ruiz Veerman, E. (2011) Educación temprana: desarrollo normativo autonómico en la etapa 0-3. Revista Educación Inclusiva , Vol. 4, N .º 1, Pp. 27-41. Sarmento Henrique, R. y Ruiz Veerman, E. (2011) Educación temprana. Educación, aprendizaje y desarrollo en una sociedad multicultural, Vol 1 (6), Pp.407-423

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