From schoolification of children to schoolification of parents? – educational policies in COVID times
From schoolification of children to schoolification of parents? – educational policies in COVID times
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从孩子的学校化到家长的学校化——新冠时代的教育政策
DOI：
10.1080/1350293x.2021.1872677
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
João Formosinho
中科院分区：
文献类型：
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作者：
João Formosinho
本文分析了COVID 19大流行病引发的危机对早期教育政策的影响，并对未来提出了一些问题。为了更好地理解COVID 19的这种影响，我介绍了自19世纪以来教育水平的建设，对比了两种基本模式-教育援助模式和教学教育模式。早期教育政策的一个当前趋势是，这一教育水平较早地采用了以传授模式为基础的传统教育标准。这意味着将小学和中学教育中已经采用的主流传授式教学法扩大到幼儿教育，从而使幼儿教育成为小学教育的前奏。此主流传统模式面对当前新型冠状病毒疫情危机。我将分析自封锁期至幼儿中心重新开放期间，这场流行病危机对教育影响的某些方面。
This article analyses the impact on Early Years Education policy of the crisis provoked by COVID 19 pandemia and raises some questions about the future. For a better understanding of this impact COVID 19, I present the construction of this educational level since the nineteenth century contrasting two essential models – the educational assistance model and the pedagogical educational model. A current trend in Early Years educational policy has been the early adoption for this educational level of the conventional schooling standard, based on the transmissive mode. This means the extension to early childhood education of the mainstream transmissive pedagogy already current in primary and secondary education, thus tending to transform early childhood education into a prequel to primary schooling. This mainstream conventional mode was confronted with the present pandemic crisis due to Covid 19 virus. I will analyse some aspects of the educational impact of this pandemic crisis since the lockdown period to the reopening of early childhood centres.