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    March 23, 2023Blog, Educational perspectives, Uncategorized, by

    From Early Childhood to Preschool Education in France- Gilles Pétreault

    In France, education for 0 to 6 years old children is fragmented and uncoordinated and hence the transition from early childhood arrangements to preschool settings at 3 years of age is a challenging step. Early Childhood Education (0-3 years) is mainly paid by parents supported …
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    September 27, 2022Blog, Children's rights and policies, , by

    Responsive Conversations with Young Children during Covid; Child Perceptions and Supportive Reactions for Children’s Wellbeing- Melissa Rodriguez-Meehan and Jessica N. Essary

    “Anything that’s human is mentionable, and anything that is mentionable can be more manageable.” – Mister Rogers Positive, empathetic pedagogical conversations have the potential to improve the mental health of young children (Edelkott, et. al., 2016). When children communicate with an adult who reacts in …
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    August 30, 2022Blog, Learning environments, , by

    Computer Studies in Early Childhood Education: How to Approach Online Learning with ESC- Martín Torres

    In recent years, the notion on the importance of including content related to Computer Studies in educational systems around the world has spread. It is relevant to point out the change in the paradigm I call “the ICT approach.” This approach guided the policies that …
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    May 4, 2022Blog, Educational perspectives, , by

    Men in early childhood education: giving voice to their choice and their commitment- OMEP Italian Committee

    We want to share the contents of a reflection that we are carrying out in the work of the Italian Committee. We have, in fact, decided to dedicate an important and constant commitment to this theme that we perceive as urgent and significant. Let’s talk …
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    October 26, 2020Blog, Childhood, public space and community, Education for sustainable development, , , , by 3 Comments

    Why is Education for Sustainable Development Important for Early Childhood Education?-Ingrid Pramling Samuelsson

    verything that happens in society has consequences for children, that is why all the 17 goals in Agenda 2030 are related to children’s survival, wellbeing, and learning – their future lives. In early childhood education, which is the focus of OMEP’s work, we cannot deal with everything, but we
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