BUILDING HIGH QUALITY IN EARLY EDUCATION FOR SOCIAL WELL-INTEGRATION
Keywords:: curriculum; kondergarten; children; early education; strategy; urban; rura;, results
Early education experiences today a pedagogical approach which covers the period from birth to the age of 6/7. It is the period when the child begins school and also when significant changes occur in the child`s development. The concept of early education comprising the collocation “early child development” and including education, protection and health has widened. It has fallen under the age of 3 after the World Conference from Jomtien (Thailand) in 1990 when the concept of education for all expended and a new concept was introduced, namely “lifelong learning” and along with it the idea that education starts at birth. Thus, this situation led to new approaches in state policies on young children, bringing together the social, educational and sanitary (health and nutrition) environment. This new perspective on early childhood, influenced by the evolution of family and the role of women in society brought about changes in the orientation of specialists and of those who reconstruct socio-educational strategies and policies. They tried to develop new “out of family” child care and education opportunities by creating specialized services. The United Nations Convention on the Rights of Children states the principles of convergent approach of children, including health, education and child protection in terms of well-being and development. It tries to exclude aspects such as: social exclusion, any type of child discrimination, respect for the children`s rights, provision of a good start in life for all children, surcease of child exploitation, access to education for all children, the children`s and teenager`s right to an opinion, participation in decision making, child protection and investment in schools. Romania, by adhering to the United Europe (M. Korintus, 2000) has aligned to these demands by implementing educational policies favourable to the development and progress of children from birth throughout their lives. Our country has implemented educational reforms proper to education, child care and fostering according to its nature, interests and aspirations, so that even the children stay in rural or urban location, they have the same opportunities for proper development.