briefing papers for policy makers

Recommendations

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• 5 hours are spent at school and 45 minutes (Austria & Germany) to 70 minutes (Spain) on homework. Including homework children spend on average up to 50% of their waking time on school and school-related issues. • An own room for children, earlier developmental expectations for mothers, more stimulating processes and activities in the family affect educational quality in the family setting during the primary school phase. 10. Educational expectations of pre-school children: • Mothers and teachers have similar expectations about the age children should master developmental skills, such as language, autonomy, motor skills and social development. Expectations about the sequence in which this development takes place were also reasonably similar. • Mothers and teachers perceive individual differences in children as a combination of heredity and education but see parents as a stronger influence on children’s development. 11. Educational expectations of primary school children: • Mothers and teachers give top priority to goals relating to children’s personality and sociability, followed by achievement-related goals, with aesthetic goals being given the least importance. • Mothers and teachers rate tasks designed to encourage co-operation among students as more important than the “three R’s”. • Mothers see competent, well-trained teachers and good classmates and friends as the most important characteristics of a good school. • Austrian and German mothers place more importance on learning that involves parents and teachers (e.g. assign homework) and on informal methods (e.g. excursions). Spanish mothers prefer teachers to take sole responsibility for learning and favour more formal methods (e.g. visiting museums). Key Recommendations The study made the following recommendations: 1. Policy makers should recognise that school success is highly dependent on high quality practises in both the Early Childhood Programmes and the primary school education systems. • These practises can be flexible if they provide relevant education of a consistently high quality. • The approach of non-selective and inclusive education should be developed and extended. • Emphasis needs to be placed on the inclusion of the 10-15% of children who struggle with transition into primary schooling. • The goal of education reform should be to reduce these problems with transition, which can lead to serious problems. This needs to be implemented by a combination of in-school measures and better parent-school cooperation. 2. Early Childhood Programmes are an important support system for children’s development in the pre-school phase and school success in primary schools: • They have an important educational function and should be viewed as important components in building more successful national educational systems. • This requires a solid financial basis and well-trained professionals operating within an appropriate efficient and support framework, to utilise the educational potential of Early Childhood Programmes. 3. Students need opportunity, time and a variety of materials that allow different ways of learning: • A sufficient amount of instruction hours needs to be insured in the first grades of primary schooling. • A sufficient number and variety of materials need to be available to the students and teachers. • Teachers should be made more aware of the benefits of good classroom management. • Students need sufficient time for contextualised learning, with the chance to both apply and transfer their learning. • Close co-operation between parents and teachers needs to be regarded as an important element of successful primary schooling. 50
4. Strengthening the educational resources available to all families is a very important task: • The development of education-related conditions and resources in families should be the primary goal of familysupport measures. • Support for families should be initiated before a child’s birth and should be a process that accompanies the growth of a child, at least until the child has made the transition into primary schooling. This should ensure that a close relationship between families and their primary schools is established. • Parent-education does exist and could be extended to establish a system of accompanying parent education. Incentives should be considered to encourage parent’s co-operation in such programmes. 5. Future research into the educational quality experienced by children in their various settings needs to continue to provide better information for policy makers, administrators and practitioners to make crucial improvements. The full title of the project is: European Child Care and Education Study. The Final Report and results of this project are available through the electronic version of this report at: http://www.cordis.lu/citizens/publications.htm (under Reports) Key Publications Tietze, Cryer, Bairrão, Palacios & Wetzel, Comparisons of observed process quality in early childcare and education programs in five countries, Early Childhood Research Quarterly 11, S. p447-475, 1996. Tietze & Schuster, Pädagogische Qualität im Kindergarten-Ein europäisches Forschungsprojekt, Kindertageseinrichtungen aktuell 4 (11), S., pp. 224-226, 1996. Tietze, Schuster & Roßbach, Kindergarten-Einschätz-Skala. Deutsche Fassung der Early Childhood Environment Rating Scale, Harms & Clifford (eds.), Neuwied, 1997. Tietze, Barrão, Barreiros-Leal & Roßbach, Assessing quality characteristics of centre-based early childhood environments in Germany and Portugal. A cross-national Study, European Journal of Psychology of Education 8 (2), S. p283-298, 1998. Tietze, W., Wie gut sind unsere Kindergärten?, Neuwied, Berlin, 1998. Tietze, Burchinal, Cryer, Leal. & Palacios, Predicting Process Quality from Structural Quality in Preschool Programs: A Cross- Country Comparison, Early Childhood Research Quarterly 14 (3), S. p339-361, 1999. Tietze & Cryer, Current Trends in European Early Child Care and Education, The Annals of the American Academy 563, S. p175-192, 1999. Tietze, W., Qualität von Kindergärten, K. Schüttler-Janulka (eds.), Handbuch für Erzieherinnen in Krippe, Kindergarten, Vorschule und Hort 13, S. 1-9, Landsberg, 2000. Tietze, W. Zum Einfluss pädagogischer Qualität bei familialer und institutioneller Betreuung auf die kindliche Entwicklung, Pediatrics and Related Topics / Pädiatrie und Grenzgebiete, 40, S. p547-574, 2001. Tietze, W., Entwicklungsfördernde Bedingungen in Familie und Kindergarten. Schlippe, Lösche, Hawellek (eds.), Frühkindliche Lebenswelten und Erziehungsberatung, S. p178-199, Münster, 2001. Tietze, W., Qualitätsfeststellung und Qualitätsentwicklung im Elementarbereich. Forum Bildung Qualitätsentwicklung und Qualitätssicherung im internationalen Wettbewerb. Vorläufige Empfehlungen und Expertenbericht. Heft 8, S. p52-62. (Bonn), 2001. Tietze, Schuster, Grenner & Roßbach, Kindergarten-Skala: revidierte Fassung (KES-R). Revised Edition: Deutsche Fassung der Early Childhood Environment Rating Scale, Harms, Clifford & Cryer, (eds.), Neuwied, 2001. Tietze & Spieß, Qualitätssicherung in Kindertagesstätten – Gründe, Anforderungen und Umsetzungsüberlegungen für ein Gütesiegel., ZfE. Zeitschrift für Erziehungswissenschaft 5 (1), S. p139-162, 2002. 51
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REPORT EUR 20791 European Union-sup
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Page 7 and 8: Table of Contents Foreword ……
Page 9: Notes from the editor This report i
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Page 27 and 28: Key Publications Gornitzka, “Gove
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Page 43 and 44: • A greater understanding of the
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8. Opening schools to activities be
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Briefing Paper 32 Research Institut
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Key Recommendations The following r
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establishing links between the scie
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Sassi, Ogborn, Pintó, Quale, Vienn
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7. Virtual learning environments ma
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The Final Report and results of thi
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8. Apprenticeships also have invest
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• The import behaviour (nature an
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Key Recommendations The following r
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University of Barcelona 3. Further
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Educational research supported by D
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mentoring to help the less confiden
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5. It appears to be advisable to fu
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Key Recommendations Political and l
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Further information The final repor
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8. Learning in a “learning compan
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Further Information The full title
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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4. As some legislation describes at
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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Forthcoming Publications: Arriaga,
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Further Information The project sta
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3. Concerning inequalities it has b
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Summaries of research project clust
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7. Policy should encourage long-ter
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• Development of a culture of col
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8. Compensation programmes/schemes
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5. Combating segregation at school
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questionnaire approaches to increas
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learning partnerships, 178 learning
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