scholarly journals Parent Perceptions Of Play-Based Early Education In Abuja, Nigeria

2021 ◽  
Author(s):  
Samantha Woolnough
Keyword(s):  
Focus Groups ◽  
Early Childhood Development ◽  
Parent Perceptions ◽  
Early Learning ◽  
Childhood Development ◽  
Systematic Change ◽  
Children's Education ◽  
Children’S Education ◽  
Home And School ◽  
School Care

As education in Nigeria transitions to play-based learning there is a need to understand parent perspectives as it applies to their children’s education and daily experiences. This qualitative study explored 32 parents’ perspectives of their children’s education pre and post play-based intervention at two early learning centres in Abuja, Nigeria. An ecocultural theoretical framework was used to guide the study. Focus groups were transcribed and analyzed. The four themes that emerged from focus groups conducted with parents at both sites were: parents’ reasons for using the school/care system, advocacy for systematic change, understanding play based education and the connection between home and school. Parents embodied an understanding of early childhood development and curriculum and shared a desire to see play-based learning take place in their child’s classroom. Parents also shared a desire to continue to see evidence of their child’s learning.

scholarly journals Parent Perceptions Of Play-Based Early Education In Abuja, Nigeria

2021 ◽  
Author(s):  
Samantha Woolnough
Keyword(s):  
Focus Groups ◽  
Early Childhood Development ◽  
Parent Perceptions ◽  
Early Learning ◽  
Childhood Development ◽  
Systematic Change ◽  
Children's Education ◽  
Children’S Education ◽  
Home And School ◽  
School Care

As education in Nigeria transitions to play-based learning there is a need to understand parent perspectives as it applies to their children’s education and daily experiences. This qualitative study explored 32 parents’ perspectives of their children’s education pre and post play-based intervention at two early learning centres in Abuja, Nigeria. An ecocultural theoretical framework was used to guide the study. Focus groups were transcribed and analyzed. The four themes that emerged from focus groups conducted with parents at both sites were: parents’ reasons for using the school/care system, advocacy for systematic change, understanding play based education and the connection between home and school. Parents embodied an understanding of early childhood development and curriculum and shared a desire to see play-based learning take place in their child’s classroom. Parents also shared a desire to continue to see evidence of their child’s learning.

Sobrevoo e trilhas da pesquisa: caminhos para olhar a Educação Infantil

2018 ◽  
Vol 23 (2) ◽  
pp. 590-607
Author(s):  
Marta Nidia Maia
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Learning ◽  
Research Strategies ◽  
Doctoral Thesis ◽  
Specific Field ◽  
Childhood Education ◽  
Children's Education ◽  
Children’S Education

Este texto está centrado no processo e estratégias de pesquisa de tese de doutorado já defendida. Seu objetivo é apresentar os caminhos trilhados para elaboração da tese que trata do Currículo da Educação Infantil e sua relação com datas comemorativas. Propôs-se a ouvir sujeitos envolvidos no cotidiano desse currículo – profissionais e crianças. A pesquisa é um exercício de compreensão do particular como forma de apreensão do real, olhando a especificidade como parte de um todo no qual se insere e representa. Os indícios encontrados no campo específico da pesquisa, dizem respeito a ele, mas não só. Dizem respeito à totalidade que o produz, aos sistemas, às escolas, aos sujeitos implicados com a Educação Infantil e seu currículo.  Palavras-chave:Pesquisa – Currículo – Educação Infantil This text is centered in the process and doctoral thesis research strategies already advocated. Your goal is to present the paths for the preparation of the thesis dealing with the curriculum of early childhood education and its relationship with anniversaries. It was proposed to hear those involved in the daily curriculum that - professionals and children. The research is a particular understanding of the exercise as real apprehension so, looking at the specificity as part of a whole in which it operates and is. The evidence found in the specific field of research, relate to it, but not only. They relate to all the produce, systems, schools, the subjects involved with the Children's Education and curriculum. Key words:Search - Curriculum - Early Learning                         

scholarly journals Measuring and forecasting progress in education: what about early childhood?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Linda M. Richter ◽  
Jere R. Behrman ◽  
Pia Britto ◽  
Claudia Cappa ◽  
Caroline Cohrssen ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Life ◽  
Early Childhood Development ◽  
Tertiary Education ◽  
Universal Access ◽  
Preschool Education ◽  
Early Learning ◽  
Childhood Development ◽  
Middle Income ◽  
Childhood Care

AbstractA recent Nature article modelled within-country inequalities in primary, secondary, and tertiary education and forecast progress towards Sustainable Development Goal (SDG) targets related to education (SDG 4). However, their paper entirely overlooks inequalities in achieving Target 4.2, which aims to achieve universal access to quality early childhood development, care and preschool education by 2030. This is an important omission because of the substantial brain, cognitive and socioemotional developments that occur in early life and because of increasing evidence of early-life learning’s large impacts on subsequent education and lifetime wellbeing. We provide an overview of this evidence and use new analyses to illustrate medium- and long-term implications of early learning, first by presenting associations between pre-primary programme participation and adolescent mathematics and science test scores in 73 countries and secondly, by estimating the costs of inaction (not making pre-primary programmes universal) in terms of forgone lifetime earnings in 134 countries. We find considerable losses, comparable to or greater than current governmental expenditures on all education (as percentages of GDP), particularly in low- and lower-middle-income countries. In addition to improving primary, secondary and tertiary schooling, we conclude that to attain SDG 4 and reduce inequalities in a post-COVID era, it is essential to prioritize quality early childhood care and education, including adopting policies that support families to promote early learning and their children’s education.

scholarly journals Protocol to develop sustainable day care for children aged 1–4 years in disadvantaged urban communities in Dhaka, Bangladesh

BMJ Open ◽  
2018 ◽  
Vol 8 (7) ◽  
pp. e024101 ◽  
Author(s):  
Mahua Das ◽  
Helen Elsey ◽  
Riffat Ara Shawon ◽  
Joseph Hicks ◽  
J Ferdoush ◽  
...  
Keyword(s):  
International Development ◽  
Early Development ◽  
Low Income ◽  
Day Care ◽  
Early Childhood Development ◽  
Early Learning ◽  
Childhood Development ◽  
Care Needs ◽  
Medicine Research ◽  
Children Under 5

IntroductionLack of safe, stimulating and health-promoting environments for children under-5 hinders their physical, social and cognitive development, known as early childhood development (ECD). Improving ECD impacts on children, and can improve educational attainment for girls, who often care for younger siblings, and employment prospects for mothers. Developing and evaluating the impacts of ECD programmes within childcare needs to assess a range of social, health, educational and economic impacts, including women’s empowerment.Children living in slums are at high risk of poor early development and holistic, sustainable interventions are needed to address ECD in these contexts. This study will be undertaken in Dhaka, Bangladesh, a city where over 8.5 million inhabitants live in slums. In collaboration with government, non-governmental organisations and communities, we are developing and testing a sustainable day-care model for low-income communities in Dhaka.Methodology and analysisA sequential mixed methods approach is being used in the study, with qualitative work exploring quantitative findings. Two hundred households with children under-5 will be surveyed to determine day-care needs and to assess ECD (parent-reported and direct assessment). The feasibility of four ECD measuring tools Caregiver-Reported Early Development Index, Measuring Early Learning Quality and Outcomes, The Early Human Capability Index and International Development and Early Learning Assessment will be assessed quantitatively and qualitatively. Qualitative methods will help understand demand and perceptions of day care while mothers work. Participatory action research will be used to develop a locally appropriate and potentially sustainable model of day care for under-5 children. A ward in the south of Dhaka has been selected for the study as this typifies communities with slum and non-slum households living next to each other, allowing us to explore potential for better-off household to subsidise day care for poorer households.Ethics and disseminationFindings will be published and inform decision makers at the national, regional and the local actors in order to embed the study into the policy and practice on childcare and ECD. Ethical approvals for this study were obtained from the School of Medicine Research Ethics Committee at the Faculty of Medicine and Health at the University of Leeds (ref: MREC16-106) and the Bangladesh Medical Research Council (ref: BMRCAIREC/20 I 6-20 I 9 I 250).

scholarly journals Early Childhood Development Friendly Index (IMAPI): Assessing the Enabling Environment for Nurturing Care in Brazilian Municipalities

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 817-817
Author(s):  
Gabriela Buccini ◽  
Marcos Ennes Barreto ◽  
Alberto Sironi ◽  
Juracy Bertoldo ◽  
Joao Godim ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Good Health ◽  
Early Learning ◽  
Childhood Development ◽  
Adequate Nutrition ◽  
Enabling Environment ◽  
National Databases ◽  
Municipal Level ◽  
Selection Of

Abstract Objectives Early inequities in Early Childhood Development (ECD) are linked to inequalities across the five regions and within the 5570 municipalities in Brazil. We aimed to operationalize an index (IMAPI) to assess and monitor the enabling environment for nurturing care at the regional and municipal level in Brazil using existing national databases. Methods We followed three steps to operationalize IMAPI. I) Selection of indicators. The literature review guided the identification of existing indicators to translate each domain of the Nurturing Care Framework (Good Health, Adequate Nutrition, Opportunities for Early Learning, Responsive Caregiving, and Safety and Protection). Subsequently, meetings with experts and key Brazilian stakeholders informed the identification and selection of existing data in the national databases. II) Consultation with experts. Weights for the selected indicators were defined through a process based on the SMART approach. III) Analyzing IMAPI. Statistical and machine learning methods were used to compute an overall IMAPI as well as an index for each nurturing care domain that ranges from 0 (lowest score) to 100 (highest score). Means were calculated for each region of Brazil-based on municipalities indexes. Results IMAPI summarizes a set of 29 indicators: good health (14 indicators), adequate nutrition (4), early learning (7), responsive caregiving (0), and security and safety (4). Adequate nutrition domain presented the lowest median indexes (ranging from 32 to 22) and it was one of the most challenging to get reliable indicators due to the low coverage of national nutritional databases. The biggest difference means (DM) between regions with the best and worst indexes were found for early learning (DM = 17, ranging), good health (DM = 15) and security and safety (DM = 11), respectively. Responsive caregiving indicators were not identified at the municipal level within the existing national databases. A final version of IMAPI for each of the 5570 Brazilian municipalities incorporating sensitive analysis is being tested. Conclusions IMAPI discriminates regional and municipal enabling and constraining environments to promote ECD in Brazil which can facilitate informed policy decisions to address early inequities. Funding Sources Bill and Melinda Gates Foundation, CNPq, FAPDF.

Adaptation and Application of the Measuring Early Learning Quality and Outcomes (MELQO) Framework to Early Childhood Education Settings in Colombia

2019 ◽  
Vol 227 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Liliana Angelica Ponguta ◽  
Carolina Maldonado-Carreño ◽  
Sharon Lynn Kagan ◽  
Hirokazu Yoshikawa ◽  
Ana María Nieto ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Latin American ◽  
Early Childhood Development ◽  
Early Learning ◽  
Lessons Learned ◽  
Childhood Development ◽  
Childhood Education ◽  
Quality And Outcomes

Abstract. In Colombia, the national law De Cero a Siempre (DCAS) provides a framework for holistic and integrated early childhood development and education for all children. Against the backdrop of the United Nations’ Sustainable Development Goals and the DCAS policy objectives, Colombia set out to apply a comprehensive measure to track the quality of early childhood education programs that would inform pedagogical, programmatic, and policy strategies. Our study describes the process whereby key stakeholders selected, adapted, validated, and applied the Measuring Early Learning Quality and Outcomes (MELQO) framework to characterize the quality of early childhood education at scale in the country. We describe the phases that led to the application of the different instrument modules, and the key enablers and challenges to the process. The paper includes implications for policy, practice, and research in Colombia and discusses lessons learned with relevance to the Latin American and global contexts.

Child Development: The Next Global Health Frontier

2018 ◽  
pp. 219-252
Author(s):  
Mei Elansary ◽  
Elizabeth Peacock-Chambers ◽  
Barry S. Zuckerman
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Child Health ◽  
Social Factors ◽  
Cultural Context ◽  
Early Childhood Development ◽  
Early Learning ◽  
Childhood Development ◽  
Developmental Potential ◽  
Use Of Technology

Recent improvements in child health have led to substantial decreases in child mortality globally.1 While progress is still needed, especially in regions afflicted by conflict and political instability,2 the next step is to promote young children’s development and early learning so they can remain healthy, take advantage of growing educational opportunities, and contribute to their communities’ economic growth. Every year, approximately 249 million children, mainly from low- and middle- income countries, fail to reach their developmental potential in the context of poverty and related health, nutrition, and social factors.3 Recessions and climate change additionally contribute to loss of developmental potential globally.4–7 While principles of early childhood development are universal, a global perspective must consider exposure to extreme poverty and high prevalence of infectious diseases, cultural context, and availability and type of resources. This chapter will describe biological and social factors that influence brain development and early learning and resilience, their cultural context, and examples of successful child development interventions globally. We also provide recommendations to rapidly accelerate the promotion of early childhood development globally with key strategies, including an emphasis on universal prevention programs rather than universal screening, multigenerational models that emphasize universal support for parents and targeted support for high-risk populations, integration of child development programs into child health and nutrition efforts, and use of technology.

scholarly journals Evaluation of the Dissemination of the South African 24-Hour Movement Guidelines for Birth to 5 Years

2021 ◽  
Vol 18 (6) ◽  
pp. 3071
Author(s):  
Catherine E. Draper ◽  
Takana M. Silubonde ◽  
Gudani Mukoma ◽  
Esther M. F. van Sluijs
Keyword(s):  
Focus Groups ◽  
Low Income ◽  
Early Childhood Development ◽  
End Users ◽  
Childhood Development ◽  
Community Based ◽  
Train The Trainer ◽  
Guideline Dissemination ◽  
Dissemination Process ◽  
Context Specific

South Africa (SA) launched their 24-h movement guidelines for birth to five years in December 2018. The guideline dissemination plan adopted a “train-the-trainer” strategy through dissemination workshops with community-based organisations (CBOs) working in early childhood development. The aim of this paper is to: (1) document this dissemination process; and (2) report on the feasibility of implementing the dissemination workshops, the acceptability of the workshops (and guidelines) for different end-user groups, and the extent to which CBO representatives disseminated the guidelines to end-users. Fifteen workshops were held in seven of SA’s nine provinces with a total of 323 attendees. Quantitative and qualitative findings (n = 281) indicate that these workshops were feasible for community-based dissemination of the guidelines and that this method of dissemination was acceptable to CBOs and end-users. Findings from follow-up focus groups (6 groups, n = 28 participants) indicate that the guidelines were shared with end-users of CBOs who participated in the focus groups. An additional musical storytelling resource, the “Woza, Mntwana” song, was well-received by participants; sharing via WhatsApp was believed to be the most effective way to disseminate this song. These findings confirm the feasibility and acceptability of culturally appropriate and context-specific community-based dissemination of behavioural guidelines in low-income settings.

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