England has always been followed by 'day care centres' followed by the discourse of 'child care' while Sweden from the beginning follows the 'pedagogical discourse'. The difference lies in the vision of the two countries when it comes to child learning and development. England has recently turned its policies due to the Children Act 2004 towards pedagogical discourse while Sweden has never marked by any policies or provisions. All it has concerned is the child development in a broad spectrum. England in this case has lagged far behind Sweden where it has always concerned with child development due to the absence of parental care. This absence reflects employment status, unemployment or social inequality. In England, the concept of day care centers emerged since World War II, when England was marked by racial and social differences, at that time the day care and nurseries were meant to be for those women who were either single mothers or socially feeble to gain significant status in society. Bracken (2004) while revealing England history states that at that time sufferers were mostly young children and the socially excluded. Schooling was nonexistent for the majority of young people because most schools were private and established for the elite. (Bracken, 2004, p. 1) Thus in England, day care centers were introduced in the nineteenth century with a hope to create difference in the lives of socially excluded group which for one reason or the other were not capable to afford pre-school education and unable to get their children a standard learning environment. Thus pre-schools were governed by single mothers and restricted to children and families meeting criteria of social need (Moss, 2006) Publicly funded day care is seen primarily as a means of enabling mothers, especially single mothers, to work and support themselves rather than being dependent on welfare payments. It is one way of helping families to escape from poverty in England, which is part of the government's longer-term aims, but the children's day-to-day experience tends to be a secondary consideration. However, the situation is not the same in Sweden. In Sweden children's day-to-day activities are considered important for which the parents work. This is the main reason for why Sweden has always focussed its attention towards enhancing child's experience irrespective of parental concerns. Nevertheless, along with the passage of time, England's legislation felt the need to get involved into children's policy agenda and considered the significance in the related areas of schooling and school-age childcare. Not only it considered this particular area of policy and provision, but also it analysed the reform of children's services which Moss (2006) visualises from the aspect of 'childcare discourse' to a 'pedagogical discourse', the former he refers to as a 'fragmented, limited or conservative' approach while the latter he calls as 'integrated' approach which concerns for the well being of not a single child, but all European children. (Moss, 2006)
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(Social Care In Europe: England and Sweden Essay)
“Social Care In Europe: England and Sweden Essay”, n.d. https://studentshare.net/sociology/274913-social-care-in-uk.
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