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Towards a New Vision of Quality Early Childhood Education

机译：迈向初期儿童教育的新愿景

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In this paper, I demonstrate the insufficiency of developmental knowledge as the framework of early childhood education quality. For this purpose, I analyse two documents that currently govern the practice of Indonesian early childhood education, the early childhood education standard and early childhood education Curriculum 2013 (the latest Indonesian curriculum), focusing on their sections on developmental indicators and learning outcomes. Drawing on critical policy analysis scholarship, I argue that an over-reliance on developmental knowledge to frame the notion of quality is insufficient and problematic. Its presence has led to the absence of learning contents and outcomes that represent Indonesia's national identity, disconnected the policy notion of quality early childhood education from the transformative vision of education in general, as well as obscured the vision of technological advance that supposedly is a core ingredient of the notion of quality early childhood education.
机译：在本文中，我展示了发展知识的不足，作为幼儿教育质量的框架。 为此目的，我分析了两份文件，目前为印度尼西亚早期儿童教育，早期儿童教育标准和早期儿童教育课程2013年（最新的印度尼西亚课程）进行了两项文件，重点是他们关于发展指标和学习成果的部分。 借鉴关键的政策分析奖学金，我认为过度依赖于框架质量概念的发展知识不足和有问题。 它的存在导致缺乏代表印度尼西亚国家身份的学习内容和结果，从一般教育的转型性愿景中断了质量早期儿童教育的政策概念，并掩盖了据称是核心的技术进步的愿景 初期儿童教育概念的成分。

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