EDITORIAL

It is interesting to note how universalare the challengesaddressedby our contributors, Articlessubmitted from all continents and from all politicaland social systems seem to address manyofthe sameconcerns. In the world at large, we have seen the ratification ofthe Conventionon theRights ofthe Child and an open demonstrationofgood will at the World Summit for Children.Wehaveread ofattempts to reshape systems ofeducation and care in many very different socio­political systems. Fromtimeto timetherehave beenarticles comparing systems, some whichhaveraised questions aboutthe effects ofpolitical changes on thinking about child care and education.In this issue three very different systemscontinue this theme.

Alongside the movements towards a more child-centred approach in some systems, we havefound concern at the effects of financial constraints in others. Allofus would wish to join theaspirations ofpoliticians who wish to see a literate and numerate electorate, but in this issue weare reminded ofthe effect on children, when the teacher, harassed by the needs ofa compulsorycurriculum, fails to recognise the needsand aspirations ofone family, making for an unhappyfirstschool experience. This challengesall educators to review their attitudes, not least, when facedwith the challenges not only ofnew technologies, but also of imposedconstraints.

It is veryevident that programmes which support parents as the first educators of their childrenare widespread. This theme is one which hasbeen constantly in the mindsofcontributors over theyears, and which is takenup againina descriptionofa Turkish project the results ofwhichshowquiteclearly that byeducating, supporting and helping parentsofthe youngest children's learning,the general literacy level and school success of the whole family can be achieved. The UnitedNations, has recognised that attention to the education of girls and women is of paramountimportance and is a way in which whole families can be helped to a better life style. One ofthewaysparents can be helped is throughinfonnation services. It hasbeen assumed that the extensivemedia coverage ofissues relating to child carehealth and education were reaching their audience.One article in this issue reveals a somewhatopposite but interesting and surprisingview.

Of constant concern to educators, carers, parents and administrators is the issue of quality.Articles over the years have tried to examine what is meant by quality and how it might beattained. Consensus opinion wouldsuggest that highquality training, parental partnership, settingswithinthesocial context ofcommunities andgood communication skills are some ofthe elementsneeded to ensure qualitydeliveryofservices. One aspect of this which has been examined is thewayinwhich communities can be made aware ofcultural similarities and differences, so that onincreasingly multi-cultural world can live at peace with itself. Self awareness and a firmunderstanding ofonesown language, customsand beliefs is necessary, before one can appreciatethose ofothers. This theme is again taken up in an article describing the use of folktales to helpchildrentowards understanding and kindness in relationships with others.

Although there is no specific theme running through this issue, much of the material buildsonprevious articles, shedding new light and offering new challenges, which I hope willbe addressedin the future. Please do not forget to send details ofany projects with which you are involved. Iwould like them by the end ofthe year.

Audrey Curtis, September 1997.