Abstract
Alternatives to traditional early care/education delivery options have developed in Canada in response to current needs of children and parents. The participative orientation of these alternatives enables a response to specific and changing local needs and accommodation to cultural, linguistic, educational and social characteristics of particular communities. Developed outside the traditional care/education policy and delivery structures, these alternatives face problems associated with this grass roots development (e.g., funds) and demand considerable personal commitment from the developers. However, these alternatives suggest the potential for partnerships among agencies and groups concerned with early care/education which, in turn, has implications for the role of the early childhood professional.
Résumé
Des alternatives aux options traditionnelles de services de garde/éducation offertes au Canada ont été développées en réponse aux besoins actuels des enfants et des parents. L’orientation participative de ces alternatives permet une réponse spécifique aux besoins changeants et à l’accomodation des communautés culturelles, linguistiques, éducatives, et caractéristiques sociales particulières. Ces alternatives, qui ont été développées en dehors des politiques traditionnelles des services de garde/éducation et des structures en place, font face à des problèmes associés au développement de ces racines (ex: fonds). Elles demandent un engagement personnel considérable de la part de ceux qui les développent. Cependant, ces alternatives suggèrent qu’il y a des associations possibles à établir entre des agences et des groupes concernés par les services de garde/éducation, lesquelles à leur tour ont des implications dans le rôle des professionnels de la petite enfance.
Resumen
En Canadá se han desarrollado alternativas a la guardia tradicional y a las opciones educativas, en respuesta a las necesidades de los niños y de los padres. La orientación participativa de estas alternativas permite una respuesta a las necesidades locales específicas y cambiantes y la acomodación a características culturales, linguisticas, educativas y sociales dentro de comunidades precisas. Estas alternativas enfrentan problemas asociados con el désarrollo de base (ex. fondos) al ser aplicadas fuera de las estructuras de política y de ejecución de la guardia/educativa tradicional, y exigen una dedicación personal considerable en las personas que las desarrollan. Sin embargo, estas alternativas sugieren una asociación posible entre agencias y grupos implicados con la guardia/educativa, la cual, a su vez, tiene implicaciones en el rol del profesional de la pequeña infancia.
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Regan, E.M., Mayfield, M.I. & Stange, B.L. Canadian alternatives in early childhood programs. IJEC 20, 3 (1988). https://doi.org/10.1007/BF03174547
DOI: https://doi.org/10.1007/BF03174547