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020 _a9789400749726
_99789400749726
024 7 _a10.1007/9789400749726
_2doi
035 _avtls000367422
039 9 _a201509031048
_bVLOAD
_c201405070441
_dVLOAD
_y201402251621
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLB1101-1139
100 1 _aClark Wortham, Sue.
_eeditor.
_9355990
245 1 0 _aCommon Characteristics and Unique Qualities in Preschool Programs :
_bGlobal Perspectives in Early Childhood Education /
_cedited by Sue Clark Wortham.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2013.
300 _axvii, 180 páginas 32 ilustraciones
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aEducating the Young Child, Advances in Theory and Research, Implications for Practice ;
_v5
500 _aSpringer eBooks
505 0 _a1. Looking at Early Childhood Programs from a Global Perspective -- Part 1: Background -- 2. Cross-Cultural Collaboration Research to Improve Early Childhood Education -- Part 2: School Environments -- 3. From Montessori to Culturally Relevant Schools Under the Trees in Kenya -- 4. Preschool Environments in Rural West Africa -- 5. Kindergarten Environments in Reggio Emilia, Bologna, Modena, and Parma, Italy -- Part 3: Curriculum Content and Pedagogy -- 6. Kindergartens in Russia’s Far East: The Effect of Climate -- 7. Preserving Cultural Heritage in Korea -- Part 4: Children with Special Needs -- 8. International Perspectives on Services for Young Children with Special Needs -- 9. New Visions for Preschool Inclusive Education in Mexico -- 10. Early Childhood Special Education in China: Advocacy and Practice -- Part 5: The Early Childhood Educator -- 11. Administrators, Teachers, and Nineras: Professional Partnerships for Quality in Guatemala -- 12. Early Childhood Teachers in Slovakia -- 13. Teachers of Dual Language Children in China -- Part 6: Family, School and Community Partnerships -- 14. Family and Village Partnerships in Rural Schools in Senegal -- 15. Weaving Relationships between Preschools, Families, and Communities: the Nurturing Connections to the Reggio Emilia Region of Italy -- 16. Conclusion -- Index.
520 _aWe live in a world that is transitioning from focus on early childhood education within individual countries into a global perspective that considers how early childhood education is conducted in many diverse cultures and environments. The challenge on a global basis is how to develop programs in countries and environments that are different from a specifically western perspective.  Economic, geographic, and cultural influences infuse early childhood programs around the world. In 1999, a group of educators representing 36 countries developed guidelines for establishing minimum standards for preschool programs. A purpose for developing the guidelines was to provide guidance for countries that wished to evaluate and improve their own programs. A second purpose was to help developing countries initiating preschools to have relevant information about quality programs. The later development of an assessment tool based on the Global Guidelines served as a vehicle to use the guidelines to assess a single program or multiple programs. The continuing work with these guidelines in many countries throughout the world since 2000 has resulted in the collection of information that reveals the uniqueness of programs in different countries.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9789400749719
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-4972-6
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999 _c313665
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