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Ce livre de pédagogie institutionnelle est un témoignage du quotidien de la classe, comme milieu éducatif où chaque enfant, quel qu'il soit, peut devenir un, autonome, rencontrer les autres, apprendre en coopérant : grandir. En 2006, Pierre Delion, pédopsychiatre des hôpitaux, psychanalyste et praticien de la psychothérapie institutionnelle écrivait : "Il est vrai qu'aujourd'hui la fonction paternelle d'autorité s'est un peu effondrée. Il faudrait donc penser à une autre régulation, de groupe, en apprenant très tôt aux enfants à attendre son tour pour parler, à écouter les autres. Ce travail en collectif pourrait pallier cette baisse d'autorité." C'est ce que les praticiens de la pédagogie institutionnelle travaillent dans leur classe et Isabelle Robin en particulier dans ses classes maternelles. Et là, "parce qu'il s'agit d'enfants de 2 à 5 ans, on assiste à la mise en place de véritables fondations. On y voit les enfants, dont Mathias, défricher tels des explorateurs les contrées inconnues pour eux, du vivre ensemble", disait René Laffitte, la même année dans son livre Essais de pédagogie institutionnelle. Ce livre est un témoignage du quotidien de la classe, comme milieu éducatif où chaque enfant, quel qu'il soit, peut devenir un, autonome, rencontrer les autres, apprendre en coopérant : grandir.

Nursery schools --- Education, Preschool

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Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society. This new publication focuses on quality issues: it aims to define quality and outlines five policy levers that can enhance it in ECEC. In addition, it provides busy policy makers with practical tools such as research briefs, international comparisons, country examples, self-reflection sheets, etc. in order to successfully implement these policy levers.

Education, Preschool -- Government policy -- Cross-cultural studies. --- Education, Preschool --- Government policy --- Children --- Infant education --- Prekindergarten --- Preschool education --- Education (Preschool) --- Early childhood education --- Nursery schools

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Day care in Alberta has had a remarkably durable history as a controversial issue. Since the late 1950s, disputes over day care programs, policies, and funding have been a recurring feature of political life in the province.Alberta’s Day Care Controversy traces the development of day care policies and programs in Alberta, with particular emphasis on policy decisions and program initiatives that have provoked considerable debate and struggle among citizens. For most of Alberta’s first fifty years as a province, day care was treated as a private rather than a public issue. Beginning in the late 1950s, however, debates about day care began to appear regularly on the public record. Dr. Tom Langford brings to light the public controversies that occurred during the last four decades of the twentieth century and the first decade of the new millennium, placing contemporary issues in historical context and anticipating the elements of future policy struggles.

Child care services --Alberta --History. --- Child care services --Government policy --Alberta. --- Day care centers --Alberta --History. --- Day care centers --Government policy --Alberta. --- Day care centers --- Child care services --- Social Welfare & Social Work --- Social Sciences --- Child & Youth Development --- History --- Government policy --- History. --- Child care centers --- Children's day care centers --- Crèches (Day nurseries) --- Day nurseries --- Daycare centers --- Foster day care --- Children --- Social service --- Employer-supported day care --- Nursery schools --- Services for --- Institutional care --- daycare --- government policy --- day care