International Perspectives on Early Childhood Care and Education Policy and Practice

2019 ◽  
pp. 641-660
Author(s):  
Jennifer Sumsion
Keyword(s):  
Early Childhood ◽  
Education Policy ◽  
Policy And Practice ◽  
Early Childhood Care ◽  
International Perspectives ◽  
Childhood Care

NEW EDUCATION POLICY :A BEDROCK TO BETTER CHILDHOOD LEARNING OR A SET BACK TO ACHIEVEMENT OF MILESTONE

2021 ◽  
Vol 10 (1) ◽  
pp. 57-59
Author(s):  
Anamika Shrivastava ◽  
Keyword(s):  
Early Childhood ◽  
Education Policy ◽  
Further Education ◽  
Bright Future ◽  
Early Childhood Care ◽  
Childhood Care ◽  
New Education ◽  
The Revolution

Early childhood care and education (ECCE) is a very crucial pillar in development. It is a foundational learning which nurtures a child and makes him/her capable of further education. However, a sad aspect in our country is this education has been given least attention; the foundational learning is only mugging up knowledge with no practical learning. But New Education Policy is a ray of hope, ECCE is hope for bright future of children who are at present only capable of mugging up and are unknown to concepts of correct learning. This paper tries to analyze all these situations, it is attempted to discuss the benefits of the new policy, its impact and the revolution it might bring. This paper also tries to discuss the roles of aganwadi and other important institutions.

scholarly journals Interrogating the ‘artificial’ divide between health and education for children aged 0–3 years in urban poor locales in Kenya

2016 ◽  
Vol 6 (2) ◽  
pp. 9 ◽  
Author(s):  
Aurelia Munene ◽  
Auma Okwany
Keyword(s):  
Early Childhood ◽  
Urban Poor ◽  
Participant Observation ◽  
Well Being ◽  
Care Providers ◽  
Policy And Practice ◽  
Childhood Health ◽  
Early Childhood Health ◽  
Early Childhood Care ◽  
Childhood Care

Holistic integrated early childhood policies foster child well-being in the first 3 years of life. The normative framing of Early Childhood Care and Education (ECCE) entrenches segmentation and creates artificial divides between education and health. This segmentation persists yet development processes for children are intertwined and mutually reinforcing. We trouble this artificial divide by drawing on findings from a study which examined the discursive care spaces in an urban poor locale in Kenya. Data were produced through in-depth interviews; participant observation and focus group discussions with caregivers and both state and non-state care providers. Using a socio-ecological lens to analyse intra- and inter-household interactions among caregivers, our analysis exposes the assumptions and silences in ECCE health and education and presents caregivers’ rich nuanced experiences and counter accounts. We conclude by calling for the imperative of bridging the divide between and within early childhood health and education to support integrated, adaptive and contextualised policy and practice.

scholarly journals ‘Every mother dances her baby’: Contextually responsive narratives of early childhood care and education in Kenya and Uganda

2016 ◽  
Vol 6 (2) ◽  
pp. 9 ◽  
Author(s):  
Auma Okwany
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Culturally Responsive ◽  
Social Protection ◽  
Structural Vulnerability ◽  
Policy And Practice ◽  
Early Childhood Care ◽  
Role Of The State ◽  
Childhood Care

Despite major steps towards providing early childhood care and education (ECCE) services in Kenya and Uganda, access to responsive services is still out of reach for many young children, and where available, they are often out of touch with local realities. In this paper, I trouble the universalising and totalising tendencies of the dominant narrative of ECCE as a template of thought and action and highlight the role of indigenous knowledge as a critical but often missing link in ECCE policy and practice. I draw on the situated experiences of caregivers and local communities, which counter the dominant narrative and argue that culturally responsive ECCE requires contextually sensitive policy and programmes. Such policies should affirm and support the important role of local knowledge in the care and socialisation of young children. Policies should also recognise the informal resilient social protection system without obscuring the role of the state in addressing structural vulnerability.

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