The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators

<p> This study positions itself in the field of international/global Early Childhood Care and Education (ECCE). The early years of child development constitute what is often viewed as the most significant developmental period of the entire life-cycle. Studies have pointed to a range of benefit...

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Main Author: Greaves, Morten
Language:EN
Published: The George Washington University 2018
Subjects:
Online Access:http://pqdtopen.proquest.com/#viewpdf?dispub=10746279
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spelling ndltd-PROQUEST-oai-pqdtoai.proquest.com-107462792018-04-13T04:03:43Z The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators Greaves, Morten Educational sociology|Early childhood education|Educational psychology <p> This study positions itself in the field of international/global Early Childhood Care and Education (ECCE). The early years of child development constitute what is often viewed as the most significant developmental period of the entire life-cycle. Studies have pointed to a range of benefits that ECCE programs can provide, leading to a greater interest in the field of ECCE globally. International/global ECCE is predominantly determined by Western derived theories and programs. Some Western derived ECCE programs assert their universal applicability, but there is criticism and opposition to the perceived ethnocentricity of these programs. Such resistance raises fundamental questions about what forms globally orientated ECCE programs should take. </p><p> This exploratory comparative case-study explores the <i>lived-experiences, perceptions</i> and <i>praxes</i> of ECCE educators in Lebanon and Denmark, as well as the <i>habitus</i> from which these arise. These constructs were investigated through the use of a qualitative, comparative, embedded-design case-study. In-depth phenomenological interviews, structured and unstructured observations/participant-observations and document analysis were used to collect data. The data was analyzed thematically utilizing open/axial/selective coding and a priori themes. </p><p> The four participants&rsquo; perceptions converged with regards to the perception that child-educator ratios have implications for ECCE praxis. All the participants held that their approaches to ECCE were child-centered, although their interpretations of what constituted child-centered praxis differed. The participants believed that parents play an important role in ECCE, but the relationship between educator and parent is not always easy. Finally, all the participants felt a deep love for ECCE, and had done so ever since they first came into contact with the field. The Lebanese and Danish cases diverged on their perceptions of ECCE curriculum and whether or not they believed that ECCE praxis is an extension of motherhood.</p><p> The George Washington University 2018-04-12 00:00:00.0 thesis http://pqdtopen.proquest.com/#viewpdf?dispub=10746279 EN
collection NDLTD
language EN
sources NDLTD
topic Educational sociology|Early childhood education|Educational psychology
spellingShingle Educational sociology|Early childhood education|Educational psychology
Greaves, Morten
The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators
description <p> This study positions itself in the field of international/global Early Childhood Care and Education (ECCE). The early years of child development constitute what is often viewed as the most significant developmental period of the entire life-cycle. Studies have pointed to a range of benefits that ECCE programs can provide, leading to a greater interest in the field of ECCE globally. International/global ECCE is predominantly determined by Western derived theories and programs. Some Western derived ECCE programs assert their universal applicability, but there is criticism and opposition to the perceived ethnocentricity of these programs. Such resistance raises fundamental questions about what forms globally orientated ECCE programs should take. </p><p> This exploratory comparative case-study explores the <i>lived-experiences, perceptions</i> and <i>praxes</i> of ECCE educators in Lebanon and Denmark, as well as the <i>habitus</i> from which these arise. These constructs were investigated through the use of a qualitative, comparative, embedded-design case-study. In-depth phenomenological interviews, structured and unstructured observations/participant-observations and document analysis were used to collect data. The data was analyzed thematically utilizing open/axial/selective coding and a priori themes. </p><p> The four participants&rsquo; perceptions converged with regards to the perception that child-educator ratios have implications for ECCE praxis. All the participants held that their approaches to ECCE were child-centered, although their interpretations of what constituted child-centered praxis differed. The participants believed that parents play an important role in ECCE, but the relationship between educator and parent is not always easy. Finally, all the participants felt a deep love for ECCE, and had done so ever since they first came into contact with the field. The Lebanese and Danish cases diverged on their perceptions of ECCE curriculum and whether or not they believed that ECCE praxis is an extension of motherhood.</p><p>
author Greaves, Morten
author_facet Greaves, Morten
author_sort Greaves, Morten
title The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators
title_short The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators
title_full The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators
title_fullStr The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators
title_full_unstemmed The Impact of National/Subnational Cultural Contexts on Early Childhood Care and Education (ECCE)| A Comparative Case Study of the Lived Experiences of Lebanese and Danish ECCE Educators
title_sort impact of national/subnational cultural contexts on early childhood care and education (ecce)| a comparative case study of the lived experiences of lebanese and danish ecce educators
publisher The George Washington University
publishDate 2018
url http://pqdtopen.proquest.com/#viewpdf?dispub=10746279
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