Abstracts - Earli

to offer more positive and productive ways of naming and engaging with student diversity.However as the quotation in the title reveals, in the present neo-liberal higher education context,teacher educators themselves often reduce consideration of diversity and social justice to aconsideration of individual and essentialised characteristics. Innovative ways of engaging diversityas difference often rely on the practice of educators acting alone, rather than being a collaborativeinstitutional response. This paper addresses the ambiguity and dilemmas of deploying socialjustice and diversity as educational concepts in teacher education, and considers what institutionalenablements and constraints are evident where collaborative social justice practices form thefoundation of a teacher education programE 929 August 2007 14:30 - 16:30Room: 1.60SymposiumQuality and effects of extra-familial care and education on children’sdevelopmentChair: Wolfgang Tietze, Freie Universität Berlin, GermanyOrganiser: Marianne Schuepbach, University of Berne; PH FHNW, SwitzerlandDiscussant: Louis Tavecchio, University of Amsterdam, NetherlandsIn many countries, the importance and impact of centre-based education and care in the preprimacyand the primacy school period, is heavily debated and a matter of concern. Changes infamily structures and in patterns of labor force participation of women with young children call forextended and improved care and education provisions. In addition, the inclusion of migrantchildren and children with a low educational and socio-economic background is a matter of specialconcern. The resulting societal challenges relate to both, the availability and accessibility ofprovisions as well as their educational quality. Given this context, the symposium addresses thefollowing two major questions: (1) What effects of extra-familial centre-based care and educationin pre-primary and school-age education and care provisions can be observed regarding children’scognitive and social-emotional development? Especially, what is the impact of differenteducational models on children’s development? (2) What do we mean when we are talking onquality in the respective provisions? How should educational quality be defined and how can it beassessed and ensured in practice? Presenters of the symposium are researchers from Germany,Switzerland and Vietnam.EduCare - Study on the quality and effectiveness of education and care for primary-school-agechildren (age 6 – 8) in family and institutional settingsMarianne Schüpbach, University of Berne; PH FHNW, SwitzerlandWalter Herzog, University of Berne, SwitzerlandThe performance of Swiss school children in PISA 2000 alarmed both the public and educationexperts. As a response, action measures in various areas have been put forward with the aim toaddress weak points in the Swiss education system. One recommendation is the expansion ofschool-age care programs. The need for these programs is also supported by societal and economicchanges and the consequent political demands. There is no research on the effectiveness or the– 272 –