Advocates for change: challenging the status quo

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<ul><li><p>This article was downloaded by: [University of Chicago Library]On: 11 November 2014, At: 15:28Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registeredoffice: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK</p><p>International Journal of Early YearsEducationPublication details, including instructions for authors andsubscription information:</p><p>Advocates for change: challenging thestatus quoColette Grayaa Stranmillis University College, Belfast, UKPublished online: 29 May 2014.</p><p>To cite this article: Colette Gray (2014) Advocates for change: challenging the status quo,International Journal of Early Years Education, 22:2, 139-140, DOI: 10.1080/09669760.2014.922269</p><p>To link to this article:</p><p>PLEASE SCROLL DOWN FOR ARTICLE</p><p>Taylor &amp; Francis makes every effort to ensure the accuracy of all the information (theContent) contained in the publications on our platform. However, Taylor &amp; Francis,our agents, and our licensors make no representations or warranties whatsoever as tothe accuracy, completeness, or suitability for any purpose of the Content. Any opinionsand views expressed in this publication are the opinions and views of the authors,and are not the views of or endorsed by Taylor &amp; Francis. The accuracy of the Contentshould not be relied upon and should be independently verified with primary sourcesof information. Taylor and Francis shall not be liable for any losses, actions, claims,proceedings, demands, costs, expenses, damages, and other liabilities whatsoever orhowsoever caused arising directly or indirectly in connection with, in relation to or arisingout of the use of the Content.</p><p>This article may be used for research, teaching, and private study purposes. Anysubstantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &amp;Conditions of access and use can be found at</p><p></p></li><li><p>EDITORIAL</p><p>Advocates for change: challenging the status quo</p><p>Globally, the last decade witnessed an unprecedented expansion of preschool educationand care with the focus on the development of curriculum initiatives in early years.Progress underpinned by a shift in theoretical perspective about the nature of childrenslearning, from the notion that children are passive recipients of information (tabula rasa)to an increased understanding of the role of adults in scaffolding and co-constructinglearning with children. At the same time, the importance of social and cultural influenceson childrens learning is better understood and early years education increasinglyperceived as a vehicle to equip children with basic skills which will inform laterlearning, attainment and success. In essence, investing in early years education hastangible benefits for society.</p><p>While the broad nature of early years allows for many different interpretations, it isgenerally acknowledged that children have a right, as expressed in the UniversalDeclaration of Human Rights and the UN Convention on the Rights of the Child, toreceive education, and early childhood education (ECE) must be considered part of thisright. Equally it is the accepted and undisputed right of every child to learn anddevelop to his or her full potential regardless of age, gender, origin, ethnicity or socialbackground. Despite the rhetoric, early years education remains underdeveloped in anumber of countries and in a state of flux in others (Education International 2010, 13).This edition explores the experiences of practitioners from a wide range of countries(including Vietnam, Israel, Greece and Morocco) engaged in the delivery of anenriched early years experience and who advocate for change at the policy and practicelevels.</p><p>The development of an early years sector does not ensure effective practice, nor is it aguarantee that all children will get optimum benefit from their early years experiences. AsNutbrown (2012, 5) notes, quality is the key to that positive impact, and staff with thenecessary skills, knowledge and understanding are a crucial element of that quality. Thisedition includes papers (by Tal and Wee) that explore the development of reflectivepractitioners who can adapt their practice to suit the needs of individual children.The flexible nature of early years education and the role of the teacher is also underdiscussion in papers examining a range of issues including childrens transitions to school,readiness for school, improving childrens reading and teachers talk in mathematicslessons.</p><p>ReferencesEducation International. 2010. Early Childhood Education: An International Scenario. A Report on</p><p>a Study Conducted by the Education International ECE Task Force. Accessed April 9, 2014.</p><p>International Journal of Early Years Education, 2014Vol. 22, No. 2, 139140,</p><p> 2014 Taylor &amp; Francis</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>Uni</p><p>vers</p><p>ity o</p><p>f C</p><p>hica</p><p>go L</p><p>ibra</p><p>ry] </p><p>at 1</p><p>5:28</p><p> 11 </p><p>Nov</p><p>embe</p><p>r 20</p><p>14 </p><p></p></li><li><p>Nutbrown, C. 2012. Foundations for Quality: The Independent Review of Early Education andChildcare Qualifications (Nutbrown Review). Accessed April 29, 2014.</p><p>Colette GrayStranmillis University College, Belfast, UK</p><p>140 Editorial</p><p>Dow</p><p>nloa</p><p>ded </p><p>by [</p><p>Uni</p><p>vers</p><p>ity o</p><p>f C</p><p>hica</p><p>go L</p><p>ibra</p><p>ry] </p><p>at 1</p><p>5:28</p><p> 11 </p><p>Nov</p><p>embe</p><p>r 20</p><p>14 </p><p></p><p>References</p></li></ul>


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