The World Bank's View of Early Childhood

Childhood ◽  
2002 ◽  
Vol 9 (1) ◽  
pp. 118-132 ◽  
Author(s):  
HELEN PENN
Keyword(s):  
Early Childhood ◽  
The World

An International Perspective on Child Day-Care Health

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 1085-1087
Author(s):  
Patrick Olin MD, PhD ◽  
B. N. Tandon ◽  
Julius S. Meme ◽  
E. Lee Ford-Jones ◽  
Mark Belsey ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Day Care ◽  
Focal Point ◽  
Community Organizations ◽  
International Labor Organization ◽  
Childhood Education ◽  
International Panel ◽  
The World ◽  
Education And Development

If we are committed to the health and development of children, we need to recognize that the vast majority of the world's women are working women. In Africa, 80% of the women are actively engaged in economic activities outside the home. The "economic miracle" in Southeast Asia was made possible by the nimble fingers of thousands of women working in textile and electronics factories. There is need for pre-day-care advocacy for infants, through promotion of breast feeding and maternity leave. When the mother returns to work, the standard of the International Labor Organization should be applied, namely "...the care of children while the parents are working cannot be ignored because it forms a focal point on which three main concerns of development policy—work, health, and education—converge." Several principles emerged from the presentations in the international panel: 1. Child-care programs must be community based, using the resources of the families and the community organizations themselves. 2. Programs require the active involvement of the communities, women's groups, and other partners. 3. Programs are modified by innovations created by community organizations, universities, and other groups. 4. Programs require the mobilization of trained young men and women into the field of early childhood education and development. This international panel provided an overall uniting theme, that throughout the world the hope for the survival and better life for children unites parents of every country and every creed. This is one of the most powerful and strongest motivational resources in the world. We need to recognize the power of this hope and address that hope, providing with a certain degree of humility that there exist no single model, and no single country has all the answers. By respecting the ideas of the many innovations and different approaches of women, parents, and families, we can find the answers. There is a clear need for national networks as well as for international networks, exchanges of information, sharing of experience, and mobilization of the social resources in advocating early childhood education and development for the world's children.

Parental Engagement and Early Childhood Education Around the World

2021 ◽  
Author(s):  
Susanne Garvis ◽  
Sivanes Phillipson ◽  
Heidi Harju-Luukkainen ◽  
Alicja Renata Sadownik
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Parental Engagement ◽  
Childhood Education ◽  
The World

scholarly journals Risking hope in a worried world

2017 ◽  
Vol 18 (1) ◽  
pp. 91-98
Author(s):  
Jonathan Silin
Keyword(s):  
Early Childhood ◽  
Global Warming ◽  
Pedagogical Practices ◽  
Political Movements ◽  
Early Childhood Educator ◽  
Aging Parents ◽  
The Real ◽  
The World ◽  
Letting Go ◽  
The Moment

Hope is at the heart of the educational endeavour. Yet it is a challenge for educators to sustain a sense of hope in a worried world where terrorism, mass migrations, global warming and ultra-right political movements are on the rise. Acknowledging that hopefulness always involves risk, this article identifies three pedagogical practices which support potential and possibility in children: letting go of worry, engaging in the pleasures of forgetting, and learning to wait. Drawing on his work as an early childhood educator, AIDS advocate and caregiver to his aging parents, the author suggests that self-restraint – checking the impulse to fix and remediate – may be the most effective way to help others. Leaving aside excessive rules and abstract theories enables teachers to stay in the moment and in relation with others. Rejecting a blind hope that defends against remembering the ravages of personal and social histories, the author proposes embracing a modulated or educated hope (José Muñoz) that can keep us grounded in the real, even as we imagine the world differently.

Using Technology in the World of Play

2011 ◽  
pp. 130-145
Author(s):  
Laura Baylot Casey ◽  
Kay C. Reeves ◽  
Elisabeth C. Conner
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Child Development ◽  
Young Children ◽  
Technology Use ◽  
Leisure Time ◽  
Technological Advances ◽  
The World ◽  
History Of ◽  
Natural Combination

Child development experts have been raising alarms about the increasingly didactic and test-driven path of early childhood education as many programs eliminate play from their schedules. This limits the potential of technology use in play which is a natural combination for young children as play technologies become globally accepted as leisure time and learning activities. Play and technology both have their unique place in society and are often thought of as two separate entities. However, in today’s technology driven world, the separateness of the two is no longer as apparent as the two are beginning to blend. This blend is exciting but leaves educators with questions. Specifically, questions related to the following: (a) How do educators ensure that the child is challenged in every developmental domain and (b) How do educators create and facilitate opportunities for exposure to the traditional stages of play while also making sure that the child stays abreast of the latest and greatest technological advances? This chapter begins with the history of play and walks the reader to the issues educators are facing when technology and play merge.

Letter to Humberto Nagera

2016 ◽  
pp. 147-148
Author(s):  
Donald W. Winnicott
Keyword(s):  
Early Childhood ◽  
The World ◽  
History Of

Letter from Winnicott to Dr Humberto Nagera on his paper ‘Early Childhood’, encouraging Nagera to use Klein’s work more and to accept it to be part of the history of psychoanalytic work in London and the world, all of which, in Winnicott’s view, has resulted in Nagera being able to write his paper.

scholarly journals The best game in the world: Exploring young children’s digital game–related meaning-making via design activity

2019 ◽  
Vol 9 (4) ◽  
pp. 275-289 ◽  
Author(s):  
Pekka Mertala ◽  
Mikko Meriläinen
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Meaning Making ◽  
Digital Games ◽  
Design Activity ◽  
Male Character ◽  
Childhood Education ◽  
Drawing Task ◽  
The World ◽  
Research Questions

Although digital games have become a constituent part of young children’s lives, not enough is known about the kinds of meanings children give to games and gaming. This qualitative study contributes to resolving this need by engaging 26 5- to 7-year-old Finnish preschoolers in an open-ended drawing task to answer the following research questions: What aspects of digital games appear meaningful for young children when they act as game designers? Why are these aspects meaningful for young children? The findings suggest that children are not mere passive consumers of digital games but are agentic meaning-makers who are capable of critically evaluating digital games when a safe and supportive space and the appropriate medium are provided. The children refined, modified, and personalized existing influential games by replacing the leading male character with a female one or by having a player operate as the antagonist instead of the hero. The findings suggest that there are vast unexplored dimensions for scholars to engage with in young children’s gaming cultures, children’s perceptions of game content, early game literacy, as well as children’s meaning-making in games. Implications for pedagogy of early childhood education are discussed.

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