This document provides an overview of child care systems from a global perspective, focusing on Ontario, Canada and Greece. It discusses the history and evolution of child care in both locations from the 1800s to present. The philosophies, roles of early childhood educators, types of child care centers, and availability and accessibility of care are compared between Ontario and Greece. The roles of educators and training requirements vary between the two locations. The types of child care systems differ in terms of ages served, hours, and sectors (private vs. government). Access to care also differs in terms of available subsidies and programs.
According to a survey of 400 Vietnamese parents in Hanoi and HCMC, the top three concerns parents have when raising their children are children's health, education, and personality development. Math, English, and literature are the most common subjects for added courses outside of regular school, with the average frequency being around 2 times per week. Media, snacks, and activities are also examined from the perspectives of mothers, kids aged 6-11, and kids aged 12 and up.
This document provides an overview of early childhood education in Italy presented by a group of students. It includes an agenda, information on the philosophy of emergent curriculum based on the Reggio Emilia approach, the history of childcare development in Italy and Ontario, roles and training of early childhood educators in Italy, and types of childcare systems. The philosophy emphasizes teacher-child collaboration, parental involvement, and curriculum emerging from children's interests within a supportive learning environment.
Sateshrattan global prespective powerpointsatesh123
This document provides an overview of child care systems from a global perspective, comparing Ontario and Greece. It discusses the history and evolution of child care in both locations from the 1800s to present day. The philosophies, roles of early childhood educators, types of child care centers, availability, and accessibility of child care are also examined and compared between Ontario and Greece.
This intelligence test accurately assessed Jessica as having strengths in intrapersonal and logical intelligence and a weakness in musical intelligence. For a neuroscience and behavior unit, activities connecting the information to her own life would help her understand, such as examples applying terms to real life. For a logical intelligence states of consciousness unit, providing statistical data and ordered processes would make more sense than descriptive words. For a memory unit, surveys involving communicating with and organizing responses from others would help as it allows first-hand experience.
This document discusses chapters 1-3 of a book on Indigenous views of wholistic medicine and Iroquois medical botany. It outlines the chapters and provides details on Iroquois conceptions of health, illness, and folk medicine. Specifically, it describes how the Iroquois viewed imbalances in human beings as caused by offensive behaviors, taboo violations, unfulfilled desires, or things/events/people that radiate evil. It also discusses Iroquois categories of illness and how folk medicines work to restore spiritual balance based on the principle that all things have a life force and imbalance implies a disruption of that force.
According to a survey of 400 Vietnamese parents in Hanoi and HCMC, the top three concerns parents have when raising their children are children's health, education, and personality development. Math, English, and literature are the most common subjects for added courses outside of regular school, with the average frequency being around 2 times per week. Media, snacks, and activities are also examined from the perspectives of mothers, kids aged 6-11, and kids aged 12 and up.
This document provides an overview of early childhood education in Italy presented by a group of students. It includes an agenda, information on the philosophy of emergent curriculum based on the Reggio Emilia approach, the history of childcare development in Italy and Ontario, roles and training of early childhood educators in Italy, and types of childcare systems. The philosophy emphasizes teacher-child collaboration, parental involvement, and curriculum emerging from children's interests within a supportive learning environment.
Sateshrattan global prespective powerpointsatesh123
This document provides an overview of child care systems from a global perspective, comparing Ontario and Greece. It discusses the history and evolution of child care in both locations from the 1800s to present day. The philosophies, roles of early childhood educators, types of child care centers, availability, and accessibility of child care are also examined and compared between Ontario and Greece.
This intelligence test accurately assessed Jessica as having strengths in intrapersonal and logical intelligence and a weakness in musical intelligence. For a neuroscience and behavior unit, activities connecting the information to her own life would help her understand, such as examples applying terms to real life. For a logical intelligence states of consciousness unit, providing statistical data and ordered processes would make more sense than descriptive words. For a memory unit, surveys involving communicating with and organizing responses from others would help as it allows first-hand experience.
This document discusses chapters 1-3 of a book on Indigenous views of wholistic medicine and Iroquois medical botany. It outlines the chapters and provides details on Iroquois conceptions of health, illness, and folk medicine. Specifically, it describes how the Iroquois viewed imbalances in human beings as caused by offensive behaviors, taboo violations, unfulfilled desires, or things/events/people that radiate evil. It also discusses Iroquois categories of illness and how folk medicines work to restore spiritual balance based on the principle that all things have a life force and imbalance implies a disruption of that force.
Sateshrattan global prespective powerpointsatesh123
This document provides an overview of child care systems from a global perspective, focusing on Ontario, Canada and Greece. It discusses the history and evolution of child care in both locations from the 1800s to present. The philosophies, roles of early childhood educators, types of child care centers, and availability and accessibility of care are also compared between Ontario and Greece. The roles and training requirements of early childhood educators in each location are outlined. Finally, the types of child care available to families in both systems are presented.
Este documento contiene el plano de ubicación y diseño geométrico para un proyecto de carretera en Cerro Lindo, con secciones transversales típicas entre los kilómetros 59+600 y 59+840.
This document provides an introduction to the field of humanities. It discusses that humanities is the study of the human condition and examines what makes us human, such as our ability to reason, communicate, remember the past, imagine the future, and know that we will die. It then outlines some of the key areas that are studied in humanities, including language, history, classics, law, religion, philosophy, visual arts, performing arts, and how studying these allows us to better understand past societies and cultures. The document concludes by defining humanities as the integrated study of arts, architecture, literature, and more, within their historical and philosophical contexts.
The document discusses the history and evolution of child care systems in Greece from the 1800s to present day. It traces the development of early child care centers and kindergartens in Greece from 1839 to becoming integrated into primary education by 1929. It also outlines the roles of early childhood educators in Greece, which include following a High/Scope model where children and teachers actively learn, as well as requirements for caregiver training. Finally, it compares availability and accessibility of child care options between Greece and Ontario, noting programs that are accessible to families needing financial assistance for child care.
This course provided Kristina Williams with knowledge on developing her professional identity as an early childhood educator. She learned about the importance of being an advocate for children and engaging parents. Williams gained an understanding of child development, learning styles, and signs of abuse or neglect. She plans to continue her education, attend conferences, and use what she has learned to provide an enriching environment for children.
This document discusses some of the ethical challenges of longitudinal research with children and families living in poverty. It focuses on applying a lens of care to research relationships, which change over time. Specifically, it explores how gift and care theories can help frame research relationships and examines tensions around reciprocity. The qualitative data from Young Lives reveals diverse expressions of care between researchers and participants as well as changing identities and blurred boundaries over multiple years of fieldwork. Managing expectations of what the research can provide also poses challenges.
The document discusses child care in the Philippines and Ontario, Canada. It covers the history and growth of child care in the Philippines from its origins under Spanish rule to modern preschool programs. It also outlines the availability and types of child care in both locations, including center-based, home-based and school-based options. The roles and training of early childhood educators are also summarized for each place.
This document provides an overview of the global childcare system in France. It begins with an introduction and agenda, then discusses the history and evolution of childcare services in France. Key aspects of the French system are explored, including the underlying philosophy, types of childcare settings, teacher training requirements, the roles of early childhood educators, availability and accessibility of services, typical program structures, and comparisons with Ontario, Canada. The document aims to provide a deeper understanding of the differences between French and Canadian approaches to early childhood education and care.
This document provides an overview of the global childcare system in France. It discusses the history and evolution of childcare services in France since the 1920s. It also compares key aspects of the French system such as the underlying philosophy, types of childcare settings, teacher training requirements, the roles of early childhood educators, availability and accessibility of services, typical program structures, and ratios to the childcare system in Ontario, Canada. The document aims to provide a deeper understanding of the differences between the French and Canadian childcare systems.
The educational philosophy of Reggio Emilia, Italy was developed after World War II emphasizing teacher-child collaboration, parental involvement, and emergent curriculum. Child care in Italy is mostly free for children ages 3-6 while subsidies are available for younger children, with most centers being non-profit. Ontario also has a mix of public, private, and informal child care options with full-day kindergarten starting at age 4, though availability and affordability remain challenges for younger children.
This document provides an overview of the availability of childcare in Italy:
1. For children ages 3-6, over 90% have access to free, full-time public childcare.
2. For children under 3, availability varies by region, with some like Tuscany and Emilia-Romagna investing heavily. Most nonprofit childcare centers serve this age group.
3. Overall, childcare opportunities are limited in Italy. Many parents use informal care options due to availability and cost limitations of formal childcare. Public subsidies cover only about 80% of costs, and private care is 30% more expensive than public care. There is a growing demand for more flexible hours to meet parental needs
The document compares the early childhood education systems in France and Ontario, Canada. In France, nursery schools were established in the 1800s and expanded after World War 2. Children ages 2-5 typically attend école maternelle preschools for part or full days. Teachers require a university degree. Preschools focus on language, social skills, creative expression, and learning about the world. Childcare is also provided through family day cares and nursery assistants. In Ontario, licensed childcare includes center-based care and home daycares. Teachers complete university-based training. The philosophies focus on welcoming children and preparing them to learn.
The document compares the early childhood education systems in France and Ontario, Canada. In France, nursery schools were recognized in the late 1800s and public childcare expanded after World War 2. Children ages 2-5 typically attend école maternelle preschools. Teachers require a university degree and training. Programs focus on language, social skills, creativity, and learning about the world. In Ontario, licensed childcare includes home-based and center-based options. Teachers require college education and training. Programs aim to support children's development and prepare them for school. Both systems have evolved over time to improve availability, accessibility, and quality of early education.
The document compares the early childhood education systems in France and Ontario, Canada. In France, nursery schools were recognized in the late 1800s and public childcare expanded after World War 2. Children ages 2-5 typically attend école maternelle preschools. Teachers require a university degree and training. Programs focus on language, social skills, creativity, and learning about the world. In Ontario, licensed childcare includes home-based and center-based options. Teachers complete college programs. Programs aim to support children's development and prepare them for school. Both systems have evolved over time to improve availability, accessibility, and quality of early education.
Sateshrattan global prespective powerpointsatesh123
This document provides an overview of child care systems from a global perspective, focusing on Ontario, Canada and Greece. It discusses the history and evolution of child care in both locations from the 1800s to present. The philosophies, roles of early childhood educators, types of child care centers, and availability and accessibility of care are also compared between Ontario and Greece. The roles and training requirements of early childhood educators in each location are outlined. Finally, the types of child care available to families in both systems are presented.
Este documento contiene el plano de ubicación y diseño geométrico para un proyecto de carretera en Cerro Lindo, con secciones transversales típicas entre los kilómetros 59+600 y 59+840.
This document provides an introduction to the field of humanities. It discusses that humanities is the study of the human condition and examines what makes us human, such as our ability to reason, communicate, remember the past, imagine the future, and know that we will die. It then outlines some of the key areas that are studied in humanities, including language, history, classics, law, religion, philosophy, visual arts, performing arts, and how studying these allows us to better understand past societies and cultures. The document concludes by defining humanities as the integrated study of arts, architecture, literature, and more, within their historical and philosophical contexts.
The document discusses the history and evolution of child care systems in Greece from the 1800s to present day. It traces the development of early child care centers and kindergartens in Greece from 1839 to becoming integrated into primary education by 1929. It also outlines the roles of early childhood educators in Greece, which include following a High/Scope model where children and teachers actively learn, as well as requirements for caregiver training. Finally, it compares availability and accessibility of child care options between Greece and Ontario, noting programs that are accessible to families needing financial assistance for child care.
This course provided Kristina Williams with knowledge on developing her professional identity as an early childhood educator. She learned about the importance of being an advocate for children and engaging parents. Williams gained an understanding of child development, learning styles, and signs of abuse or neglect. She plans to continue her education, attend conferences, and use what she has learned to provide an enriching environment for children.
This document discusses some of the ethical challenges of longitudinal research with children and families living in poverty. It focuses on applying a lens of care to research relationships, which change over time. Specifically, it explores how gift and care theories can help frame research relationships and examines tensions around reciprocity. The qualitative data from Young Lives reveals diverse expressions of care between researchers and participants as well as changing identities and blurred boundaries over multiple years of fieldwork. Managing expectations of what the research can provide also poses challenges.
The document discusses child care in the Philippines and Ontario, Canada. It covers the history and growth of child care in the Philippines from its origins under Spanish rule to modern preschool programs. It also outlines the availability and types of child care in both locations, including center-based, home-based and school-based options. The roles and training of early childhood educators are also summarized for each place.
This document provides an overview of the global childcare system in France. It begins with an introduction and agenda, then discusses the history and evolution of childcare services in France. Key aspects of the French system are explored, including the underlying philosophy, types of childcare settings, teacher training requirements, the roles of early childhood educators, availability and accessibility of services, typical program structures, and comparisons with Ontario, Canada. The document aims to provide a deeper understanding of the differences between French and Canadian approaches to early childhood education and care.
This document provides an overview of the global childcare system in France. It discusses the history and evolution of childcare services in France since the 1920s. It also compares key aspects of the French system such as the underlying philosophy, types of childcare settings, teacher training requirements, the roles of early childhood educators, availability and accessibility of services, typical program structures, and ratios to the childcare system in Ontario, Canada. The document aims to provide a deeper understanding of the differences between the French and Canadian childcare systems.
The educational philosophy of Reggio Emilia, Italy was developed after World War II emphasizing teacher-child collaboration, parental involvement, and emergent curriculum. Child care in Italy is mostly free for children ages 3-6 while subsidies are available for younger children, with most centers being non-profit. Ontario also has a mix of public, private, and informal child care options with full-day kindergarten starting at age 4, though availability and affordability remain challenges for younger children.
This document provides an overview of the availability of childcare in Italy:
1. For children ages 3-6, over 90% have access to free, full-time public childcare.
2. For children under 3, availability varies by region, with some like Tuscany and Emilia-Romagna investing heavily. Most nonprofit childcare centers serve this age group.
3. Overall, childcare opportunities are limited in Italy. Many parents use informal care options due to availability and cost limitations of formal childcare. Public subsidies cover only about 80% of costs, and private care is 30% more expensive than public care. There is a growing demand for more flexible hours to meet parental needs
The document compares the early childhood education systems in France and Ontario, Canada. In France, nursery schools were established in the 1800s and expanded after World War 2. Children ages 2-5 typically attend école maternelle preschools for part or full days. Teachers require a university degree. Preschools focus on language, social skills, creative expression, and learning about the world. Childcare is also provided through family day cares and nursery assistants. In Ontario, licensed childcare includes center-based care and home daycares. Teachers complete university-based training. The philosophies focus on welcoming children and preparing them to learn.
The document compares the early childhood education systems in France and Ontario, Canada. In France, nursery schools were recognized in the late 1800s and public childcare expanded after World War 2. Children ages 2-5 typically attend école maternelle preschools. Teachers require a university degree and training. Programs focus on language, social skills, creativity, and learning about the world. In Ontario, licensed childcare includes home-based and center-based options. Teachers require college education and training. Programs aim to support children's development and prepare them for school. Both systems have evolved over time to improve availability, accessibility, and quality of early education.
The document compares the early childhood education systems in France and Ontario, Canada. In France, nursery schools were recognized in the late 1800s and public childcare expanded after World War 2. Children ages 2-5 typically attend école maternelle preschools. Teachers require a university degree and training. Programs focus on language, social skills, creativity, and learning about the world. In Ontario, licensed childcare includes home-based and center-based options. Teachers complete college programs. Programs aim to support children's development and prepare them for school. Both systems have evolved over time to improve availability, accessibility, and quality of early education.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxwalterl4
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small.
CHAPTER 1Overview of Early Care and Education and Program Admini.docxketurahhazelhurst
CHAPTER 1
Overview of Early Care and Education and Program Administration
NAEYC Administrator Competencies addressed in this chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction
3. Staff management and human relations
Knowledge of different supervisory and group facilitation styles
8. Leadership and Advocacy
Knowledge of organizational theory and leadership styles as they relate to early childhood work environments
Knowledge of the legislative process, social issues, and public policy affecting young children and their families
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
Knowledge of the historical roots and philosophical foundations of early childhood care and education
Knowledge of different types of early childhood programs, roles, funding, and regulatory structures
Knowledge of current trends and important influences impacting program quality
2. Child growth and development
Knowledge of current research in neuroscience and its application to the field of early childhood education
5. Children with special needs
Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs
The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs
10. Professionalism
Ability to reflect on one’s professional growth and development and make goals for personal improvement
Learning Outcomes
After studying this chapter, you will be able to:
Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality.
Describe the historical trends that have shaped early childhood policy and programming.
Identify the most common types of early childhood programs and the services that meet the needs of particular populations.
Describe the differences between structural and process quality in early care and education programs.
Identify the personal attributes and areas of competence of effective leaders.
Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small ...
This document discusses different types of childcare options including daycares, co-ops, and Head Start programs. It notes that early childcare helps children develop independence and socialization skills. Choosing childcare that is safe, reliable, and focused on child development can benefit children long-term by building self-esteem and preparing them for future success. The document also highlights factors for parents to consider like cost, consistency, and recommendations from other families. Overall, high-quality childcare plays an important role in children's growth and well-being.
Vsible learning project - e portfolio artifacts & reflelctionsnasirul islam
This course on early childhood education has had the most impact on the seven key elements of quality childcare: staffing, program, environment, group ratios, care and safety, regulations and supervision, and funding. Learning about proper staff training and qualifications, as well as ensuring diverse and inclusive programming, environments, and care standards will be highly beneficial in their career. The course also provided knowledge around child development, curriculum, communication skills, and digital tools that will assist them as an early childhood educator.
Vsible learning project - e portfolio artifacts & reflelctionsnasirul islam
This course on early childhood education has had the most impact on the seven key elements of quality childcare: staffing, program, environment, group ratios, care and safety, regulations and supervision, and funding. Learning about proper staff training and qualifications, as well as ensuring developmentally appropriate programs, environments, and care standards will be highly beneficial in their career. The course also provided knowledge about child development areas like communication skills, curriculum development, and responsibilities as a global citizen in celebrating diversity. Overall, these learning experiences will help the student effectively work as an early childhood educator and implement quality programs and activities for young children.
The document compares the early childhood education systems in France and Ontario, Canada. In France, public childcare developed after World War 2 and free preschool was established in 1971. Children ages 2-5 can attend nursery school. Nursery school teachers are required to have a university degree. The philosophy is to prepare children for roles in French society. In Ontario, licensed childcare is available for infants through school-age. Kindergarten is available for ages 3-5. Early childhood educators require at least one year of post-secondary education. The goal is to support children's learning and development in a community environment.
Kenya and Ontario both have early childhood education programs from birth to age 9, but they differ in administration, philosophy, and structure. In Kenya, ECD is overseen by the Ministry of Education and focuses on holistic child development. Evaluation involves national and district centers that train teachers and coordinate the program. Ontario's ECE is managed by individual child care centers and Toronto Children's Services, emphasizing learning through play across developmental domains. Evaluation includes program consultants and operating criteria. While both aim to support children's healthy growth, Kenya's program has less funding and oversight than Ontario's.
This handbook provides information to parents on how to become involved in their child's education. It discusses 6 standards of parental involvement: communication, parenting, student learning, volunteering, decision-making, and community collaboration. The document provides examples of how schools can encourage participation based on each standard, such as hosting family nights, providing volunteer opportunities, and including parents in decision-making groups. The overall goal is to make parents aware of how they can support their child's education both at home and at school.
The document discusses social pedagogy, which is an approach to caring for children that combines education and care. It is being introduced in foster care programs in the UK through a demonstration program. Social pedagogy focuses on holistic development of children's head, heart and hands. It aims to enable children to reach their potential through building relationships and providing learning opportunities. The document outlines the foundations, aims and pathways of social pedagogy as well as challenges to its adoption in the UK foster care system. It also discusses developments and pilot programs using social pedagogy in Scotland and elsewhere in the UK.
Understanding of Self - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Aggression - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Stealth attraction for mens gets her with your wordsichettrisagar95
My article gives a set of techniques used by men to subtly and effectively attract women without overtly displaying their intentions. It involves using non-verbal cues, body language, and subtle psychological tactics to create intrigue and build attraction. The goal is to appear confident, mysterious, and charismatic while maintaining an air of mystery that piques the interest of the person you are trying to attract. This approach emphasizes subtlety and finesse in communication and interaction to create a powerful and lasting impression.
Covey says most people look for quick fixes. They see a big success and want to know how he did it, believing (and hoping) they can do the same following a quick bullet list.
But real change, the author says, comes not from the outside in, but from the inside out. And the most fundamental way of changing yourself is through a paradigm shift.
That paradigm shift is a new way of looking at the world. The 7 Habits of Highly Effective People presents an approach to effectiveness based on character and principles.
The first three habits indeed deal with yourself because it all starts with you. The first three habits move you from dependence from the world to the independence of making your own world.
Habits 4, 5 and 6 are about people and relationships. The will move you from independence to interdependence. Such, cooperating to achieve more than you could have by yourself.
The last habit, habit number 7, focuses on continuous growth and improvement.
This presentation delves into the core principles of personality development as taught by Tim Han. Understand the importance of self-awareness, goal setting, and maintaining a positive attitude. Gain valuable tips on improving communication skills and developing emotional intelligence. Tim Han’s practical advice and holistic approach will help you embark on a transformative journey towards becoming your best self.
Personal Growth Unleashed: Key Strategies from Tim Han’s LMA Course
Global prespective powerpoint
1. CHILD CARE FROM A
GLOBAL PERSPECTIVE
B r i t t a ny M a t h i s o n
Va l r i e E s t r i d g e
S a te s h R a t t a n
A b e g a i l Ve l a s c o
Yvonne Smith
Hira Khara
2. AGENDA
1. History in Ontario Child Care
2. History in Greece Child Care
3. Philosophy in Ontario
4. Philosophy in Greece
5. Roles of Childhood Educators in Ontario
6. Roles of Childhood Educators in Greece
7. Types of Child Care Systems in Ontario
8. Types of Child Care Systems in Greece
9. Availability in Ontario
10. Availability in Greece
11. Accessibility in Ontario
12. Accessibility in Greece
3. HISTORY & EVOLUTION OF CHILD
CARE SYSTEMS
IN ONTARIO
1800’s
1881: child day care
established
1887: First Toronto
1900’s
kindergarten
1926: Educating nursery school teachers.
1942: "Dominion-Provincial War Time Agreement".
1945: Withdrawn of funding
1946: The Day Nurseries Act
1950: Establishment of the Nursery Education
Association
1966: introduction of the federal Canada Assistance Plan
1980: Extended Childcare Research
2000’s
2003-2004: First Nations child care services
provided
4. HISTORY & EVOLUTION OF CHILD
CARE SYSTEMS
IN GREECE
1800’s
1839: Greece development of childcare began slowly
1831: Frederik Hildner
1831: Mr. and Mrs. Hill, provided education for children aged two to eight.
1864: Official recognition of preschool in Greece
1872: Establishment of free education and facilities
1897: Friedrich Froebel = first “kindergarten”
20th Century 1900’s 2000’s
Independenc 1901: Day care center movement 2002:
1926: Trial period with Day cares Extended
e of
1929: kindergartens were -day
kindergarten integrated in primary education
s programs
1962: First official curriculum
1980: Modification of previous
curriculum
5. PHILOSOPHY IN GREECE
Of ficial Curriculum 1989
Kindergarten education
Philosophy child care center
Regulation 2002 objective
Form of preschool education
Developmental milestone
Smooth out dif ferences
Provide complete care
Creative occupation
7. ROLES OF EARLY CHILDHOOD
EDUCATORS
WHAT ARE THE ROLES OF AN ECE IN GREECE?
ROLES TRAINING
- Children are active learners in the REQUIRMENTS
High/Scope model, so, too, are the - Caregivers attend training programs in order
teachers to continue to learn more about children's
- Teaching teams challenge growth and development, in the field of early
themselves by observing one another's childhood education, and other child-related
performance and interacting with one topics
- They are also required to attend a minimum
another in mutually supportive ways
of 15 hours of training each year
- The teacher is a participant rather - Greece‘s educational indicators lag behind
than an imparter of knowledge those of other OECD countries
- To create a setting in which children - Educational attainment in most age groups
learn actively, a consistent daily is below the OECD average
classroom routine is maintained - PISA results are low and the resources
devoted to education are also below par
- Participation rates in early childhood
education & care are low, reflecting poor
supply and quality problems as well as social
preferences for home care
8. ROLES OF EARLY CHILDHOOD
EDUCATORS
WHAT ARE THE ROLES OF AN ECE IN ONTARIO?
ROLES TRAINING
- They are trained to support REQUIRMENTS
and engage with the child - Two years Diploma
- To co-explore the learning - Four year University Degree
experience with the children
- To take ideas from the children
and return them for further
exploration
- As a researcher ,resource, guide
to provoke thinking rather than
telling the children the answer
- To foster the connection
between home, school and
community
- To document children’s progress
:visual, videotape, tape-recording
and portfolios
9. TYPES OF CHILDCARE CENTERS IN
ONTARIO
Private Home Child Care:
- licensed home child care agency are operated by Municipal
Child Care Services.
Children served by licensed child care range in age from infant
to school age.
Infant:: 0-18 months
Toddler: 18 months-2.5 years
Preschool: 2.5 years-5 years
School age: 6 years-10 years
10. TYPES OF CHILDCARE CENTERS IN
GREECE
P r i v a te H o m e C h i l d C a r e :
- I n A u g u s t 2 0 0 8 , 4 3 , 0 0 0 p r e s c h o o l e r s c o u l d n ot a t te n d p r i v a t e c h i l d c a r e c e n te r s a c r o s s
G r e e c e b e c a u s e o f l a s t m i n u t e l i c e n s i n g c h a n g e s m a d e by t h e G o v e r n m e n t .
- U n d e r a n e w l aw, c h i l d c a r e c e n te r s a r e n o l o n g e r a l l ow e d to h o u s e 5 ye a r o l d c h i l d r e n
w i t h yo u n g e r c h i l d r e n .
D ay n u r s er y ; 1 to 3 ye a r s , n o n - pro fi t pri va te s e c to r, 5 h r. / pe r day, 5 day s,10
m o n t hs, n o c ri te ri a re s t ri c t i ng t h e a dm i ssion, n o pri o ri t y c ri te ri a o f a c c e s s to
re g i st rat ion.
D ayc are c e n te r : 2 . 5 to 4 ye a r s , g ove rnmen t (lo cal/ re g i o nal o r
n a t i on al/fede ral), 5 h r. 5 day s , 10 m o n t h s, n o c ri te ri a re s t ri c t ing t h e a dm i ssion,
n o pri o ri t y c ri te ri a o f a c c e s s to re g i s t rat ion.
M i xed a g e s e r vic es : to 4 ye a r s , g ove rn ment ( l o c a l/ re g i o n al o r
n a t i on al/fede ral), 5 h r. 5 day s , 10 m o n t h s , n o c ri te ri a re s t ri c t i ng t h e
a dm i ssion, n o pri o ri t y c ri te ri a o f a c c e s s to re g i s t rat ion.
K in de rgar ten : 4 to 6 ye a r s , g ove rn ment (loc al/ re g i o nal o r n a t i o nal/fede ral),
3 . 5 to 5 h o ur s , 5 day s ,1 o m o n t h s, n o c ri te ri a re s t ri c t i ng t h e a dm i ssion, (home
l o c a t ion), n o pri o ri t y c ri te ri a o f a c c e s s to re g i s t ra tio n.
K in de rgar ten : 4 to 6 ye a r s , fo r pro fi t pri va te s e c to r, 3 . 5 h r. 5 day s , 10 m o n t h s
n o c ri te ri a re s t ri c t i ng t h e a dm i s sion , n o pri o ri t y c ri te ri a o f a c c e s s to
re g i st rat ion.
11. AVAILIABLITY
WHAT IS AVAILIABLE IN GREECE AND ONTARIO FOR
CHILD CARE?
• Swimming • Themes and Projects
• Music • Arts and Crafts
• Computer lessons • Gym(fit activities)
• Pre-reading and • Circle time
writing • Math and Science
12. ACCESSIBILITY IN ONTARIO &
GREECE
WHAT IS ACCESSIBLE FOR FAMILIES NEEDING CHILD CARE?
How Accessible is Child Care?
What can I access
financially for child
care ?
What
1. Child Care Subsidy
programs
2. Ontario Child Benefit are
accessible?
3. Ontario Child Care Supplement for working families