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Values in Early Childhood Education (ECE): A Cross-Cultural Comparative Study of Values for ECE Expressed in Policy Documents - Arve Gunnestad, Sissel Mørreaunet, Sobh Chahboun (صبح شهبون), Jolene Pearson, 2022 (sagepub.com)
Article Information
Manuscript received: August 20, 2021
Revision received: December 16, 2021
Revised: February 20, 2022
Manuscript accepted: April 5, 2022
Published online: June 27, 2022
Issue published: December 2022
Author
Arve Gunnestad
Queen Maud University College for Early Childhood Education
Sissel Mørreaunet
Queen Maud University College for Early Childhood Education
Sobh Chahboun (صبح شهبون)
Queen Maud University College for Early Childhood Education
Jolene Pearson
Bethel University
Abstract
Purpose: This comparative study identifies core values expressed in Early Childhood Education (ECE) official policy documents from a sample of thirteen countries.
Design/Approach/Methods: This study employs document analysis as well as content and thematic analysis. ECE values identified in the policy documents are categorized into three groups: political and society-related values, educational values, and individual and relational values.
Findings: Document analysis reveals the values that are common across countries and those that are more specific to just one or a few countries at most. This study discusses the characteristics of these values from the perspective of globalization. In doing so, this comparative study illustrates and discusses the tendencies for both convergence and divergence in ECE values in policymaking worldwide.
Originality/Value: The findings of this study expand our understanding of the values in ECE policy documents in the sampled countries, offering insights into ECE objectives and policymaking in various countries.
Keywords
Comparative education, early childhood education, policy documents, values