The early childhood education of disadvantaged children in China

2014 ◽  
Vol 22 (3) ◽  
pp. 355-365 ◽  
Author(s):  
Zhanmei Song ◽  
Jiaxiong Zhu ◽  
Zhuyun Xia ◽  
Xin Wu
Author(s):  
DAVID J. IRVINE ◽  
MARY D. HORAN ◽  
DAVID L. FLINT ◽  
SUSAN E. KUKUK ◽  
THOMAS L. HICK

Author(s):  
Ndwakhulu Stephen Tshishonga

This chapter explores the potential of home-based early childhood education in democratizing the sector especially for poor and disadvantaged children. Considering the huge number of children not accessing early learning centers, alternative ECD is optional. Family in Focus is one of the alternative ECDs formed in 1987 to cater for the needs of the poor and vulnerable children in the Western Cape Province. The focus of this programme is on the family as the primary source of care of young children. Through the FIF programme, home visitors are trained and supported to reach out to these children and their caregivers in order to develop the skills and capacity of caregivers to stimulate and develop their children effectively in their own homes. The chapter argues that the introduction of Family in Focus (FIF) as an alternative ECD programme could serve as a strategy to make ECD accessible to poor and disadvantaged communities.


Author(s):  
Yue Chim Richard Wong

During his State of the Union address on February 12, 2013, US President Barack Obama referred to University of Chicago Professor James Heckman’s research and his finding of a 7–10% return on investment per annum for certain early childhood education programs. These rates of return are higher than those for equity in the stock market between 1945 and 2008. In 2013, the US Congress introduced a bill to expand access to high-quality, full-day preschool for 4-year-olds from low- to moderate-income families. Professor Heckman pointed out that early childhood educational policies such as this bill are socially fair and economically efficient. There is no trade-off between equity and efficiency. Early investment in the lives of disadvantaged children will help reduce inequality, in both the short and the long run, and promote prosperity.


1965 ◽  
Vol 12 (1) ◽  
pp. 56-58
Author(s):  
Anne R. Bravo

One fact that stands out clearly in early childhood education is that children will be coming to school at an earlier age. The logical reason for this is the emphasis being given to the total education for disadvantaged children. This program calls for school entrance at ages three, four, and five so that these young children can acquire an adequate background for the intensive educational programs which await them. It is also true that children of working parents are coming to school earlier and in larger numbers than ever before. Since this trend will surely continue, teachers must plan formally for these newcomers. Formal preparation does not entail a listing of number facts, but it does require an understanding of the number experiences that children are having and have had before coming to school.


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