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Early childhood education

From Wikipedia, the free encyclopedia

A test written by a four-year-old child in 1972, in the former Soviet Union. The lines are not ideal, but the teacher (all red writing) gave the best grade (5) anyway.
A test written by a four-year-old child in 1972, in the former Soviet Union. The lines are not ideal, but the teacher (all red writing) gave the best grade (5) anyway.
Geography in Montessori Early Childhood at QAIS
Geography in Montessori Early Childhood at QAIS

Early childhood education (ECE; also nursery education) is a branch of education theory that relates to the teaching of children (formally and informally) from birth up to the age of eight.[1] Traditionally, this is up to the equivalent of third grade.[2] ECE emerged as a field of study during the Enlightenment, particularly in European countries with high literacy rates.[3] It continued to grow through the nineteenth century as universal primary education became a norm in the Western world. In recent years, early childhood education[4] has become a prevalent public policy issue, as municipal, state, and federal lawmakers consider funding for preschool and pre-K.[5][6][7] Governing entities are also debating the central focus of early childhood education with debate on developmental approriate play versus strong academic preparation curriculum in reading, writing, and math.[8] The global priority placed on early childhood education is underscored with targets of the United Nations Sustainable Development Goal 4. It is described as an important period in a child's development. It refers to the development of a child's personality. ECE is also a professional designation earned through a post-secondary education program. For example, in Ontario, Canada, the designations ECE (Early Childhood Educator) and RECE (Registered Early Childhood Educator) may only be used by registered members of the College of Early Childhood Educators, which is made up of accredited child care professionals who are held accountable to the College's standards of practice.[9]

Staff working in early childhood education hold varying job titles, ranging from:

  • Early Years Practitioner
  • Child Development Officer
  • Early Learning and Childcare Practitioner
  • Nursery Nurse
  • Early Years Officer
  • Early Childhood Educator
  • Nursery / Early Years Teacher
  • Educational Leader

with promotional opportunities to the posts of:

  • Senior Early Years Practitioner
  • Equity and Excellence Lead Practitioner
  • Depute Head of Establishment
  • Head of Establishment
  • Principal Early Years Practitioner

History

The history of early childhood care and education (ECCE) refers to the development of care and education of children from birth through eight years old throughout history.[1] ECCE has a global scope, and caring for and educating young children has always been an integral part of human societies. Arrangements for fulfilling these societal roles have evolved over time and remain varied across cultures, often reflecting family and community structures as well as the social and economic roles of women and men.[10] Historically, such arrangements have largely been informal, involving family, household and community members. After a 20th-century characterized by constant change, including a monumental campaign urging for greater women's rights, women were motivated to pursue a college education and join the workforce. Nevertheless, mothers still face the same challenges as the generations that preceded them on how to care for young children while away at work. The formalization of these arrangements emerged in the nineteenth century with the establishment of kindergartens for educational purposes and day nurseries for care in much of Europe and North America, Brazil, China, India, Jamaica and Mexico.[11][12][13][14]

Context

Children remember and repeat actions they observe.
Children remember and repeat actions they observe.

While the first two years of a child's life are spent in the creation of a child's first "sense of self", most children are able to differentiate between themselves and others by their second year. This differentiation is crucial to the child's ability to determine how they should function in relation to other people.[15] Parents can be seen as a child's first teacher and therefore an integral part of the early learning process.[16]

Early childhood attachment processes that occur during early childhood years 0–2 years of age, can be influential to future education. With proper guidance and exploration children begin to become more comfortable with their environment, if they have that steady relationship to guide them. Parents who are consistent with response times, and emotions will properly make this attachment early on. If this attachment is not made, there can be detrimental effects on the child in their future relationships and independence. There are proper techniques that parents and caregivers can use to establish these relationships, which will in turn allow children to be more comfortable exploring their environment.[17][18] This provides experimental research on the emphasis on caregiving effecting attachment. Education for young students can help them excel academically and socially. With exposure and organized lesson plans children can learn anything they want to. The tools they learn to use during these beginning years will provide lifelong benefits to their success. Developmentally, having structure and freedom, children are able to reach their full potential.[19]

Teaching certification

Teachers seeking to be early childhood educators must obtain certification, among other requirements. "An early childhood education certification denotes that a teacher has met a set of standards that shows they understand the best ways to educate young students aged 3 to 8."[20] There are early childhood education programs across the United States that have a certification that is pre-K to grade 3. There are also programs now that have a duel certification in pre-K to grade 3 and special education from pre-K to grade 8.[21] Other certifications are urban tracks in pre-k to grade 3 that have an emphasis on urban schools and preparing teachers to teach in those school environments. These tracks typically take four years to complete and in the end, provide students with their certifications to teach in schools. These tracks give students in the field experience in multiple different types of classrooms as they learn how to become teachers. An example of a school that has these tracks is Indiana University of Pennsylvania.[22]

Early childhood educators must have knowledge in the developmental changes during early childhood and the subjects being taught in an early childhood classroom.[20] These subjects include language arts and reading, mathematics, and some social studies and science.[20] Early childhood educators must also be able to manage classroom behavior. Positive reinforcement is one popular method for managing behavior in young children.[20] Teacher certification laws vary by state in the United States. In Connecticut, for example, these requirements include a bachelor's degree, 36 hours of special education courses, passing scores on the Praxis II Examination and Connecticut Foundations of Reading Test and a criminal history background check.[23]

For State of Early Childhood Education Bornfreund, 2011; Kauerz, 2010 says that the teacher education and certification requirements do not manifest the research about how to best support development and learning for children in kindergarten through third grade. States are requiring educators who work in open pre-kindergarten to have specific preparation in early childhood education. As per the State of Pre-School Yearbook (Barnett et al., 2015), 45 states require their educators to have a specialization in early childhood education, and 30 states require no less than a bachelor's qualification. As indicated by NAEYC state profiles (NAEYC, 2014), just 14 states require kindergarten instructors to be confirmed in early youth; in the rest of the states, kindergarten educators might be authorized in basic training. Fewer states require ECE affirmation for first-grade educators (Fields and Mitchell, 2007).[24]

Learning through play

A child exploring comfortably due to having a secure attachment with caregiver
A child exploring comfortably due to having a secure attachment with caregiver

Early childhood education often focuses on learning through play, based on the research and philosophy of Jean Piaget, which posits that play meets the physical, intellectual, language, emotional, and social needs (PILES) of children. Children's curiosity and imagination naturally evoke learning when unfettered. Learning through play will allow a child to develop cognitively.[25] This is the earliest form of collaboration among children. In this, children learn through their interactions with others. Thus, children learn more efficiently and gain more knowledge through activities such as dramatic play, art, and social games.[26]

According to a study by Alharabi and Alzahrani (2020), "the epistemology in children's play, learning, and development is that young children grow quickly, and as they adapt, play experiences provide a natural and developmentally appropriate pathway for authentic learning".[27] There is much evidence driving a worldwide awareness that in the first six years of life, young children developmentally take in every part of their surroundings and their playful explorations actually form their biological neuronal mass.[28] Children at these early ages are most engaged, and therefore learning at a higher rate, during unstructured free play.[29]

Tassoni suggests that "some play opportunities will develop specific individual areas of development, but many will develop several areas."[30] Thus, it is important that practitioners promote children's development through play by using various types of play on a daily basis. Allowing children to help get snacks ready helps develop math skills (one-to-one ratio, patterns, etc.), leadership, and communication.[31] Key guidelines for creating a play-based learning environment include providing a safe space, correct supervision, and culturally aware, trained teachers who are knowledgeable about the Early Years Foundation.

Davy states that the British Children's Act of 1989 links to play-work as the act works with play workers and sets the standards for the setting such as security, quality and staff ratios.[32] Learning through play has been seen regularly in practice as the most versatile way a child can learn. Margaret McMillan (1860-1931) suggested that children should be given free school meals, fruit and milk, and plenty of exercise to keep them physically and emotionally healthy. Rudolf Steiner (1861–1925) believed that play time allows children to talk, socially interact, use their imagination and intellectual skills. Maria Montessori (1870–1952) believed that children learn through movement and their senses and after doing an activity using their senses. The benefits of being active for young children include physical benefits (healthy weight, bone strength, cardiovascular fitness), stress relief, improved social skills and improved sleep.[33] When young students have group play time it also helps them to be more empathetic towards each other.[34]

Allowing children to learn through play is integral to early childhood development allowing them to develop language skills, improve social skills, solidify emotional regulation, and increase their cognitive skills in preparation for their future upcoming academic challenges.[35] The opportunity for unstructured free play is most important in early childhood education settings due to the availability of peers for playmates and having access to teacher prepared environments rich in exploratory materials.[35]

In a 2021 article, Montessori researchers and trainers Aida Macia-Gual and Laura Domingo-Penafiel sought to identify societal demands on children in early childhood education brought on by the ever increasing push for academic achievement at an earlier age.[36] The authors use the established Montessori principles in early childhood education in their study with established early childhood goals of acquisitions of emotional-regulation and child centered investigations to identify societal demands and concluded that "When children are in a prepared environment that stimulates them, they can develop their abilities with no barriers and this means that higher goals can be achieved" and they will be stronger academically as a result.[36] They argue that the established Montessori principles of a carefully educator constructed environment provides experiences and learning opportunities for the young child to process the world around them and to find their own fit.[36]

In a more contemporary approach, organizations such as the National Association of the Education of Young Children (NAEYC) promote child-guided learning experiences, individualized learning, and developmentally appropriate learning as tenets of early childhood education.[37] A study by the Ohio State University also analyzed the effects of implementing board games in elementary classrooms. This study found that implementing board games in the classroom "helped students develop social skills that transferred to other areas."[38] Specific outcomes included students being more helpful, cooperative and thoughtful with other students. Negative outcomes included children feeling excluded and showing frustration with game rules.

A study conducted In Norway analyzed the benefits of risky unstructured free play in early childhood education. This study suggests important benefits and improvements in several developmental goals including self-regulation and improved motor skills.[39] The authors of the study argue that the implementation of opportunities for outdoor unstructured free and risky play increases children's interactions with the physical environment encouraging development vital to future success.[39] They claim that their research shows that including the opportunity for risky play is beneficial, but that the beliefs of parents and teachers about risk complicate the implementation in the early childhood educational setting.[40] Their observations led them to conclude that the risk factors in unstructured free play, especially outdoors, can increase the positive effects of the play.[40]

Piaget provides an explanation for why learning through play is such a crucial aspect of learning as a child. However, due to the advancement of technology, the art of play has started to dissolve and has transformed into "playing" through technology. Greenfield, quoted by the author, Stuart Wolpert, in the article "Is Technology Producing a Decline in Critical Thinking and Analysis?", states, "No media is good for everything. If we want to develop a variety of skills, we need a balanced media diet. Each medium has costs and benefits in terms of what skills each develops." Technology is beginning to invade the art of play and a balance needs to be found.[41]

Many oppose the theory of learning through play because they think children are not gaining new knowledge. In reality, play is the first way children learn to make sense of the world at a young age. Research suggests that the way children play and interact with concepts at a young age could help explain the differences in social and cognitive interactions later.

These pressures to implement more stringent early structured curriculum are evident in the UK as well. In their 2017 report titled, Bold Beginnings, Ofsted, the Office for Standards in Education, argued for less free play and more reading in math in the Readiness Year for 4-5 year olds equivalent to US kindergarten.[8] Ofsted's report pushed for a stronger academic curriculum in Reception Year with more standardized testing, systematic synthetic phonics instruction, and increased direct teaching time every day in writing and mathematics. The report went so far as to say that "Some headteachers did not believe in the notion of 'free play'".[42] Those teachers seemed to view free play as too "rosy" and with an unrealistic view of childhood.[42]

In opposition to the Bold Beginnings report, Beard (2018) published a report on a Cambridge study that compared two groups of children. One group began formal reading lessons with phonics emphasis at age five and the other group did not begin until age seven. The study found that there was no difference at all in the reading ability of the two groups of children by age eleven. However, the study did conclude that "the children who started at five developed less positive atitudes to reading and showed poorer text comprehension than those who started later."[43]

When learning what behavior to associate with a set action can help lead children on to a more capable future.[44] As children watch adults interact around them, they pick up on their slight nuances, from facial expressions to their tone of voice. They are exploring different roles, learning how things work, and learning to communicate and work with others. These things cannot be taught by a standard curriculum, but have to be developed through the method of play. Many preschools understand the importance of play and have designed their curriculum around that to allow children to have more freedom. Once these basics are learned at a young age, it sets children up for success throughout their schooling and their life.[citation needed]

Based on their Tools of the Mind curriculum for early childhood education centers and Sesame Workshop, Bodrova and Leong (2019) argue for including more play in early childhood education, but increasing guided play experiences to encourage academic development.[45] They argue that instead of more unstructured free play, children should be guided through the full span of developmental play by qualified educators to be successful in future academic settings.[45] Instead of replacing all unstructured free play, Bodrova and Leong advocate for supplementing play time with these guided experiences that can be sued to bring children success in early education skills such as building background knowledge while developing emotional control and self-regulation based on Vygotsky's theories of play.[46]

Another supplement to unstructured free play is Mindfulness Intervention as proposed by Regina Lai Tong Lee, et al. in their 2020 study.[47] The authors argue that while unstructured free play is vital to early childhood education, it becomes more beneficial when paired with guided mindfulness intervention with a well trained educator.[47] Their mindfulness intervention solution is offered as a way to make unstructured free play more beneficial and to possibly decrease the pattern of disruptive behavior that often follows periods of unstructured free play in transition to other activities.[48]

Many[who?] say that those who succeed in kindergarten know when and how to control their impulses. They can follow through when a task is difficult and listen to directions for a few minutes. These skills are linked to self-control, which is within the social and emotional development that is learned over time through play among other things.[citation needed]

Theories of child development

The Developmental Interaction Approach is based on the theories of Jean Piaget, Erik Erikson, John Dewey, and Lucy Sprague Mitchell. The approach focuses on learning through discovery.[49] Jean Jacques Rousseau recommended that teachers should exploit individual children's interests to make sure each child obtains the information most essential to his personal and individual development.[50] The five developmental domains of childhood development include:[51] To meet those developmental domains, a child has a set of needs that must be met for learning. Maslow's hierarchy of needs showcases the different levels of needs that must be met the chart to the right showcases these needs.[52]

Maslow's Hierarchy of Needs
Maslow's Hierarchy of Needs
  • Physical: the way in which a child develops biological and physical functions, including eyesight and motor skills
  • Social: the way in which a child interacts with others[53] Children develop an understanding of their responsibilities and rights as members of families and communities, as well as an ability to relate to and work with others.[54]
  • Emotional: the way in which a child creates emotional connections and develops self-confidence. Emotional connections develop when children relate to other people and share feelings.
  • Language: the way in which a child communicates, including how they present their feelings and emotions, both to other people and to themselves. At 3 months, children employ different cries for different needs. At 6 months they can recognize and imitate the basic sounds of spoken language. In the first 3 years, children need to be exposed to communication with others in order to pick up language. "Normal" language development is measured by the rate of vocabulary acquisition.[55]
  • Cognitive skills: the way in which a child organizes information. Cognitive skills include problem solving, creativity, imagination and memory.[56] They embody the way in which children make sense of the world. Piaget believed that children exhibit prominent differences in their thought patterns as they move through the stages of cognitive development: sensorimotor period, the pre-operational period, and the operational period.[57]

Vygotsky’s socio-cultural learning theory

Russian psychologist Lev Vygotsky proposed a "socio-cultural learning theory" that emphasized the impact of social and cultural experiences on individual thinking and the development of mental processes.[58] Vygotsky's theory emerged in the 1930s and is still discussed today as a means of improving and reforming educational practices. In Vygotsky's theories of learning, he also postulated the theory of the zone of proximal development. This theory ties in with children building off prior knowledge and gaining new knowledge related to skills they already have. In the theory it describes how new knowledge or skills are taken in if they are not fully learned but are starting to emerge. A teacher or older friend lends support to a child learning a skill, be it building a block castle, tying a shoe, or writing one's name. As the child becomes more capable of the steps of the activity, the adult or older child withdraws supports gradually, until the child is competent completing the process on his/her own. This is done within that activity's zone—the distance between where the child is, and where he potentially will be.[59] In each zone of proximal development, they build on skills and grow by learning more skills in their proximal development range. They build on the skills by being guided by teachers and parents. They must build from where they are in their zone of proximal development.[60]

Vygotsky argued that since cognition occurs within a social context, our social experiences shape our ways of thinking about and interpreting the world.[61] People such as parents, grandparents, and teachers play the roles of what Vygotsky described as knowledgeable and competent adults. Although Vygotsky predated social constructivists, he is commonly classified as one. Social constructivists believe that an individual's cognitive system is a resditional learning time. Vygotsky advocated that teachers facilitate rather than direct student learning.[62] Teachers should provide a learning environment where students can explore and develop their learning without direct instruction. His approach calls for teachers to incorporate students’ needs and interests. It is important to do this because students' levels of interest and abilities will vary and there needs to be differentiation.

However, teachers can enhance understandings and learning for students. Vygotsky states that by sharing meanings that are relevant to the children's environment, adults promote cognitive development as well. Their teachings can influence thought processes and perspectives of students when they are in new and similar environments. Since Vygotsky promotes more facilitation in children's learning, he suggests that knowledgeable people (and adults in particular), can also enhance knowledges through cooperative meaning-making with students in their learning.[63] Vygotsky's approach encourages guided participation and student exploration with support. Teachers can help students achieve their cognitive development levels through consistent and regular interactions of collaborative knowledge-making learning processes.

Piaget’s constructivist theory

Jean Piaget's constructivist theory gained influence in the 1970s and '80s. Although Piaget himself was primarily interested in a descriptive psychology of cognitive development, he also laid the groundwork for a constructivist theory of learning.[64] Piaget believed that learning comes from within: children construct their own knowledge of the world through experience and subsequent reflection. He said that "if logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." Within Piaget's framework, teachers should guide children in acquiring their own knowledge rather than simply transferring knowledge.[65]

According to Piaget's theory, when young children encounter new information, they attempt to accommodate and assimilate it into their existing understanding of the world. Accommodation involves adapting mental schemas and representations to make them consistent with reality. Assimilation involves fitting new information into their pre-existing schemas. Through these two processes, young children learn by equilibrating their mental representations with reality. They also learn from mistakes.[66]

A Piagetian approach emphasizes experiential education; in school, experiences become more hands-on and concrete as students explore through trial and error.[67] Thus, crucial components of early childhood education include exploration, manipulating objects, and experiencing new environments. Subsequent reflection on these experiences is equally important.[68]

Piaget's concept of reflective abstraction was particularly influential in mathematical education.[69] Through reflective abstraction, children construct more advanced cognitive structures out of the simpler ones they already possess. This allows children to develop mathematical constructs that cannot be learned through equilibration – making sense of experiences through assimilation and accommodation – alone.[70]

According to Piagetian theory, language and symbolic representation is preceded by the development of corresponding mental representations. Research shows that the level of reflective abstraction achieved by young children was found to limit the degree to which they could represent physical quantities with written numerals. Piaget held that children can invent their own procedures for the four arithmetical operations, without being taught any conventional rules.[71]

Piaget's theory implies that computers can be a great educational tool for young children when used to support the design and construction of their projects. McCarrick and Xiaoming found that computer play is consistent with this theory.[72] However, Plowman and Stephen found that the effectiveness of computers is limited in the preschool environment; their results indicate that computers are only effective when directed by the teacher.[73] This suggests, according to the constructivist theory, that the role of preschool teachers is critical in successfully adopting computers as they existed in 2003.[74]

Kolb's experiential learning theory

David Kolb's experiential learning theory, which was influenced by John Dewey, Kurt Lewin and Jean Piaget, argues that children need to experience things to learn: "The process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience." The experimental learning theory is distinctive in that children are seen and taught as individuals. As a child explores and observes, teachers ask the child probing questions. The child can then adapt prior knowledge to learning new information.

Kolb breaks down this learning cycle into four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Children observe new situations, think about the situation, make meaning of the situation, then test that meaning in the world around them.[75]

Practical implications of early childhood education

In recent decades, studies have shown that early childhood education is critical in preparing children to enter and succeed in the (grade school) classroom, diminishing their risk of social-emotional mental health problems and increasing their self-sufficiency later in their lives.[76] In other words, the child needs to be taught to rationalize everything and to be open to interpretations and critical thinking. There is no subject to be considered taboo, starting with the most basic knowledge of the world that they live in, and ending with deeper areas, such as morality, religion and science. Visual stimulus and response time as early as 3 months can be an indicator of verbal and performance IQ at age 4 years.[77] When parents value ECE and its importance their children generally have a higher rate of attendance. This allows children the opportunity to build and nurture trusting relationships with educators and social relationships with peers.[citation needed]

By providing education in a child's most formative years, ECE also has the capacity to pre-emptively begin closing the educational achievement gap between low and high-income students before formal schooling begins.[78] Children of low socioeconomic status (SES) often begin school already behind their higher SES peers; on average, by the time they are three, children with high SES have three times the number of words in their vocabularies as children with low SES.[79] Participation in ECE, however, has been proven to increase high school graduation rates, improve performance on standardized tests, and reduce both grade repetition and the number of children placed in special education.[80]

A study was conducted by the Aga Khan Development Network's Madrasa Early Childhood Programme on the impact that early childhood education had on students’ performance in grade school. Looking specifically at students who attended the Madrasa Early Childhood schools (virtually all of whom came from economically disadvantaged backgrounds), the study found that they had consistently ranked in the top 20% in grade 1 classes. The study also concluded that any formal early childhood education contributed to higher levels of cognitive development in language, mathematics, and non-verbal reasoning skills.[81]

Especially since the first wave of results from the Perry Preschool Project were published, there has been widespread consensus that the quality of early childhood education programs correlate with gains in low-income children's IQs and test scores, decreased grade retention, and lower special education rates.[citation needed]

Several studies have reported that children enrolled in ECE increase their IQ scores by 4–11 points by age five, while a Milwaukee study reported a 25-point gain.[82] In addition, students who had been enrolled in the Abecedarian Project, an often-cited ECE study, scored significantly higher on reading and math tests by age fifteen than comparable students who had not participated in early childhood programs.[83] In addition, 36% of students in the Abecedarian Preschool Study treatment group would later enroll in four-year colleges compared to 14% of those in the control group.[83]

In 2017, researchers reported that children who participate in ECE graduate high school at significantly greater rates than those who do not. Additionally, those who participate in ECE require special education and must repeat a grade at significantly lower rates than their peers who did not receive ECE.[84] The NIH asserts that ECE leads to higher test scores for students from preschool through age 21, improved grades in math and reading, and stronger odds that students will keep going to school and attend college.[85]

Nathaniel Hendren and Ben Sprung-Keyser, two Harvard economists, found high Marginal Values of Public Funds (MVPFs) for investments in programs supporting the health and early education of children, particularly those that reach children from low-income families. The average MVPF for these types of initiatives is over 5, while the MVPFs for programs for adults generally range from 0.5 to 2.[86]

Beyond benefitting societal good, ECE also significantly impacts the socioeconomic outcomes of individuals. For example, by age 26, students who had been enrolled in Chicago Child-Parent Centers were less likely to be arrested, abuse drugs, and receive food stamps; they were more likely to have high school diplomas, health insurance and full-time employment.[87] Studies also show that ECE heightens social engagement, bolsters lifelong health, reduces the incidence of teen pregnancy, supports mental health, decreases the risk of heart disease, and lengthens lifespans.[88]

The World Bank's 2019 World Development Report on The Changing Nature of Work[89] identifies early childhood development programs as one of the most effective ways governments can equip children with the skills they will need to succeed in future labor markets.

According to a 2020 study in the Journal of Political Economy by Clemson University economist Jorge Luis García, Nobel laureate James J. Heckman and University of Southern California economists Duncan Ermini Leaf and María José Prados, every dollar spent on a high-quality early-childhood programs led to a return of $7.3 over the long-term.[90]

The Perry Preschool Project

The Perry Preschool Project, which was conducted in the 1960s in Ypsilanti, Michigan, is the oldest social experiment in the field of early childhood education and has heavily influenced policy in the United States and across the globe.[91] The experiment enrolled 128 three- and four-year-old African-American children with cognitive disadvantage from low-income families, who were then randomly assigned to treatment and control groups. The intervention for children in the treatment group included active learning preschool sessions on weekdays for 2.5 hours per day. The intervention also included weekly visits by the teachers to the homes of the children for about 1.5 hours per visit to improve parent-child interactions at home.[92]

Initial evaluations of the Perry intervention showed that the preschool program failed to significantly boost an IQ measure. However, later evaluations that followed up the participants for more than fifty years have demonstrated the long-term economic benefits of the program, even after accounting for the small sample size of the experiment, flaws in its randomization procedure, and sample attrition.[93][94] There is substantial evidence of large treatment effects on the criminal convictions of male participants, especially for violent crime, and their earnings in middle adulthood. Research points to improvements in non-cognitive skills, executive functioning, childhood home environment, and parental attachment as potential sources of the observed long-term impacts of the program. The intervention's many benefits also include improvements in late-midlife health for both male and female participants.[94] Perry promoted educational attainment through two avenues: total years of education attained and rates of progression to a given level of education. This pattern is particularly evident for females. Treated females received less special education, progressed more quickly through grades, earned higher GPAs, and attained higher levels of education than their control group counterparts.[95]

Research also demonstrates spillover effects of the Perry program on the children and siblings of the original participants. A study concludes, "The children of treated participants have fewer school suspensions, higher levels of education and employment, and lower levels of participation in crime, compared with the children of untreated participants. Impacts are especially pronounced for the children of male participants. These treatment effects are associated with improved childhood home environments."[96] The study also documents beneficial impacts on the male siblings of the original participants. Evidence from the Perry Preschool Project is noteworthy because it advocates for public spending on early childhood programs as an economic investment in a society's future, rather than in the interest of social justice.[97]

International agreements

The first World Conference on Early Childhood Care and Education took place in Moscow from 27 to 29 September 2010, jointly organized by UNESCO and the city of Moscow. The overarching goals of the conference are to:

  • Reaffirm ECCE as a right of all children and as the basis for development
  • Take stock of the progress of Member States towards achieving the EFA Goal 1
  • Identify binding constraints toward making the intended equitable expansion of access to quality ECCE services
  • Establish, more concretely, benchmarks and targets for the EFA Goal 1 toward 2015 and beyond
  • Identify key enablers that should facilitate Member States to reach the established targets
  • Promote global exchange of good practices[98]

According to UNESCO, a preschool curriculum is one that delivers educational content through daily activities and furthers a child's physical, cognitive, and social development. Generally, preschool curricula are only recognized by governments if they are based on academic research and reviewed by peers.[99]

Preschool for Child Rights have pioneered into preschool curricular areas and is contributing into child rights through their preschool curriculum.[100]

Percentage of children aged 36 to 59 months who are developmentally on track, 2009–2017
Percentage of children aged 36 to 59 months who are developmentally on track, 2009–2017

Curricula in early childhood care and education

Curricula in early childhood care and education (ECCE) is the driving force behind any ECCE programme. It is ‘an integral part of the engine that, together with the energy and motivation of staff, provides the momentum that makes programmes live’.[101] It follows therefore that the quality of a programme is greatly influenced by the quality of its curriculum. In early childhood, these may be programs for children or parents, including health and nutrition interventions and prenatal programs, as well as center-based programs for children.[102]

Orphan education

A lack of education during the early childhood years for orphans is a worldwide concern. Orphans are at higher risk of "missing out on schooling, living in households with less food security, and suffering from anxiety and depression."[103] Education during these years has the potential to improve a child's "food and nutrition, health care, social welfare, and protection."[103] This crisis is especially prevalent in Sub-Saharan Africa which has been heavily impacted by the aids epidemic. UNICEF reports that "13.3 million children (0–17 years) worldwide have lost one or both parents to AIDS. Nearly 12 million of these children live in sub-Saharan Africa."[103] Government policies such as the Free Basic Education Policy have worked to provide education for orphan children in this area, but the quality and inclusiveness of this policy has brought criticism.[104]

Barriers and challenges

Children's learning potential and outcomes are negatively affected by exposure to violence, abuse and child labour. Thus, protecting young children from violence and exploitation is part of broad educational concerns. Due to difficulties and sensitivities around the issue of measuring and monitoring child protection violations and gaps in defining, collecting and analysing appropriate indicators,[105] data coverage in this area is scant. However, proxy indicators can be used to assess the situation. For example, ratification of relevant international conventions indicates countries’ commitment to child protection. By April 2014, 194 countries had ratified the CRC3; and 179 had ratified the 1999 International Labour Organization's Convention (No. 182) concerning the elimination of the worst forms of child labour. However, many of these ratifications are yet to be given full effect through actual implementation of concrete measures. Globally, 150 million children aged 5–14 are estimated to be engaged in child labour.[105] In conflict-affected poor countries, children are twice as likely to die before their fifth birthday compared to those in other poor countries.[106] In industrialized countries, 4 per cent of children are physically abused each year and 10 per cent are neglected or psychologically abused.[105][107]

In both developed and developing countries, children of the poor and the disadvantaged remain the least served. This exclusion persists against the evidence that the added value of early childhood care and education services are higher for them than for their more affluent counterparts, even when such services are of modest quality. While the problem is more intractable in developing countries, the developed world still does not equitably provide quality early childhood care and education services for all its children. In many European countries, children, mostly from low-income and immigrant families, do not have access to good quality early childhood care and education.[108][107]

Notable early childhood educators

See also

References

Citations

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External links

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