摘要：

Economic development and rapid social change have significantly modified family and child-rearing patterns across OECD countries. This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy. These include increasing women's labour market participation; reconciling work and family responsibilities on a more equitable basis for women; confronting the demographic challenges faced by OECD countries; and in particular, addressing issues of access, quality, diversity, child poverty and educational disadvantage. How countries approach such issues is influenced by their social and economic traditions, their understandings of families and young children, and by accumulated research on the benefits of quality early childhood services. Starting Strong II outlines the progress made by the participating countries in responding to the key aspects of successful ECEC policy outlined in the previous volume, Starting Strong (OECD, 2001). It offers many examples of new policy initiatives adopted in the ECEC field. In their conclusion, the authors identify ten policy areas for further critical attention from governments. The book also presents country profiles, which give an overview of ECEC systems in all 20 participating countries.This book is relevant for the many concerned by child development, work/family balance and early childhood education and care policy.Countries covered: Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, the United Kingdom and the United States.Table of Contents Executive Summary 11 Chapter 1.Why Countries Invest in Early Childhood Education and Care 19 1. The rise of the service economy and the influx of women into salaried employment 20 2. Reconciling work and family responsibilities in a manner more equitable for women 23 3. Demographic challenges: falling fertility and continuing immigration 30 4. Acting against child poverty and educational disadvantage 33 5. Early childhood education and care as a public good 36 Notes 39 References 40 Chapter 2.A Systemic and Integrated Approach to Early Childhood Education and Care (ECEC) Policy 45 1. Co-ordinated policy frameworks at centralised level 47 2. Appointing a lead ministry 49 3. The co-ordination of central and decentralised levels50 4. A collaborative and participatory approach to reform 53 5. Links across services, professionals, and parents at local level 53 Notes 55 References 56 Chapter 3.A Strong and Equal Partnership with the Education System 57 1. A unified approach to learning 59 2. Is a "schoolification" of early childhood education and care taking place? 62 3. Facilitating transitions for children 64 Notes69 References 70 Chapter 4.A Universal Approach to Access, with Particular Attention to Children in Need of Special Support 73 1. Providing universal and appropriate access for all 3- to 6-year-olds 77 2.Increasing public provision for children under 3 84 3. Ensuring equitable access for all children to attend quality ECEC 92 Notes 97 References 98 TABLE OF CONTENTS Chapter 5.Substantial Public Investment in Services and the Infrastructure 101 1. Who benefits from investments in ECEC services? 102 2. How much are countries spending on ECEC services? 103 3. Bringing new resources into the ECEC field108 4. How do governments fund ECEC services? 110 5. Child care costs to parents 113 6. Does the modality of funding chosen impact on system quality? 114 7. Effective policy includes investment in administration, and support services 119 Notes 120 References 121 Chapter 6.A Participatory Approach to Quality Improvement and Assurance 125 1. Quality and regulation in ECEC127 2. The state of ECEC regulation in OECD countries 129 3. Initiatives to improve regulation and quality standards 131 4. The use of pedagogical frameworks and educational plans 134 5. Dominant understandings of the ECEC curriculum. 135

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