former(a) Childhood reading has become signifi senstly full-grown in educational polity in recent years. some(prenominal) research has been published in regards to theories and curriculum models and this has led to pro forma influences on Curriculum insurance policy in many countries including unexampled Zealand and Wales. This essay reviews the influence of policy on education and compares and contrasts the implementation, philosophies and principles of the bare-ass Zealand Te Wh?riki Curriculum and the Welsh foundation garment Phase Curriculum.
Introduction
Baldock et al,[1] defines policy as An attempt by those working inside an institution to think in a coherent way about what it is trying to come with (either in general or in relation to a specific issue) and what it needs to do to achieve it. (Baldock et al, 2005:3) This essay reviews policy in regards to Early Childhood Education, specifically focussing on the effects and influences that it has had on Welsh and new-made Zealand Early Childhood education in the past 15 years and in particular the implementation of the Welsh Foundation Phase and the New Zealand Te Wh?riki curriculum frameworks.
Policy itself can influence whether a subject is in favour or not and changes in attitudes towards such policy can switch a significant difference to society.
Early Childhood Education has become popular in recent years and has a lot appeared on government agendas. Woodhead summarises the effects that policy is having on Early Childhood education at the moment[2]: Enhancing the quality of young childrens lives is now a national and international priority, expressed through research and policy initiatives, programme development and advocacy. Improving primeval childhood education and care is a major theme. (Woodhead, 2006:4)
thither are many influences on Early Childhood policy and Woodhead breaks down these influences into four categories:
1. Developmental Perspective.
2. Political and Economical Perspective.
3. sociable and Cultural Perspective
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