EARLY CHILDHOOD AND PRESCHOOL EDUCATION IN THE CONTEXT OF CHILDREN’S CONTINUOUS DEVELOPMENT

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Vasyl Kremen
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Childhood Development ◽  
Ministry Of Education ◽  
Continuous Development ◽  
Preschool Period ◽  
Global Challenges ◽  
Educational Sciences ◽  
Education Science

The report draws attention to the early childhood and preschool period in the context of continuous development and personality self-realisation; this period is crucial for the holistic development of a human. The significant achievements of the national preschool education system are presented. The notable achievements of the National Academy of Educational Sciences of Ukraine researchers on the scientific and methodological support for the development of preschool education based on human-centeredness and humane pedagogy given the latest educational approaches are enlightened. The productive cooperation with the Ministry of Education and Science of Ukraine and the Subcommittee on Early Development and Preschool Education of the Verkhovna Rada Committee on Education, Science and Innovations are characterised. The priority issues of early childhood and preschool education are emphasised, and the ways to solve them, among which the establishment of the Institute for Early Childhood Development and Preschool Education of NAES of Ukraine, are outlined. The essential tasks facing the NAES of Ukraine researchers under the global challenges and digital transformations of all spheres of society are defined.

scholarly journals Early Childhood Education Services in Manzini Region in Eswatini: Equality and Accessibility

2021 ◽  
Vol 1 (2) ◽  
pp. 172-186
Author(s):  
Sithulisiwe Bhebhe ◽  
Ntokozo Vilakati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Childhood Development ◽  
Ministry Of Education ◽  
Education Services ◽  
Childhood Education ◽  
The Government ◽  
Privately Owned

Education services are meant for developing the cognitive capacities of all individuals, though this may vary with individuals given their variable genetic make-up. Early childhood education is one way in which children are developed for the future. This study sought to establish how early childhood education services were valued, made available and accessible to children in a developing country. Open-ended interviews and observations were the instruments used for data collection. Thematic analysis was the data analysis method used in this study. The findings of the study revealed that there were benefits in preschool education and that those learners who missed early childhood education were slow and took long to grasp concepts. The study also found that in the Kingdom of Eswatini not all children of early childhood going age go to school due to limited finances, poverty and sicknesses. The study concluded that privately-owned early childhood development centres are expensive and most parents could not afford the fees. The study recommended that the ministry should consider ECE and start funding preschool education and also provide a documented curriculum to ensure that children who attended preschool get the required skill as expected. The Ministry of Education needs to provide for ECE if they have to achieve their goal of providing equal and quality education to all Eswatini children. The ministry should be prepared to build more preschools, to at least see each primary school having a preschool owned by the government linked to it

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 Early Childhood Development and Poverty Reduction in the People’s Republic of China

2021 ◽  
Author(s):  
Wei Ha ◽  
Ye Xiao
Keyword(s):  
Early Childhood ◽  
Poverty Reduction ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Childhood Development ◽  
People’S Republic Of China ◽  
People's Republic Of China ◽  
Absolute Poverty ◽  
Republic Of China ◽  
The Government

The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.

scholarly journals Review of the Early Childhood Sector

1991 ◽  
Author(s):  
Anne Meade ◽  
Carmen Dalli
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Childhood Development ◽  
Ministry Of Education ◽  
Review Team ◽  
Development Unit ◽  
Service Training ◽  
General Desire ◽  
Minority Report ◽  
And Training

The year 1991 continued to be a time of change for those in the early childhood sector. This was no surprise, because 1990 had ended with two significant announcements. The first was that the Minister of Education had promulgated revised guidelines for the recently introduced charters. The second announcement was that all educational services were again to be subjected to a series of reviews – four of which would be in the early childhood sector. These announcements followed hard on the heels of the promulgation in September 1990 of the Education (Early Childhood Centres) Regulations 1990. Changes in early childhood qualifications and training were also being implemented and teething problems were becoming evident. Meanwhile, debate about the proposed introduction of the “Parents as First Teachers” (PAFT) project continued. Overall, at the end of 1990, the early childhood education sector was still undergoing great change and was described as in need of some stability and consolidation (e.g., Dalli, 1990a). Stability and consolidation were indeed what most early childhood organisations and their users had been hoping for in 1991. However, the general desire that 1991 would give the early childhood sector time to concentrate on growth and development of quality had to be quickly pushed aside (Wells, 1991). The first half of 1991 was spent writing submissions to the review teams dealing with early childhood issues, digesting the new regulations and waiting nervously for the Budget. Anxiety mounted when the first convenor of the funding review team resigned (presumably in protest) and an independent member, Crispin Gardiner, filed a minority report (Dominion, May 3 1991). Subsequently, officials’ activity on early childhood funding shifted from the Ministry of Education to the States Services Commission. The Budget announcements included first-phase realisation of the “Parents as First Teachers” policy and news that many had feared about reductions in funding ($18 million less for under 2 year olds) and in quality requirements for charters. As well, bulk funding of kindergarten teachers’ salaries was announced. A complete surprise was the reduction of funding for advisory support and in-service training, and the tendering out of a sizeable proportion of the work of the Early Childhood Development Unit. In this paper, we propose to comment on the revised guidelines for charters for early childhood services (the Statement of Desirable Objectives and Practices), and on some aspects of the reviews and the Budget announcements made following those reviews. We particularly consider early childhood qualifications and training developments, and comment on the new policy “Parents as First Teachers” (PAFT)...

scholarly journals Factors Influencing Early Childhood Development Teachers’ Motivation in Thika District, Kenya

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Mary N. Ndani ◽  
Elishiba N Kimani
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Necessary Conditions ◽  
Secondary Data ◽  
Childhood Development ◽  
Primary Data ◽  
Ministry Of Education ◽  
The People ◽  
Physical Environments ◽  
Personal Qualities

Early Childhood Development (ECD) centres comprise one of the immediate social and physical environments influencing children’s development, that Bronfenbrenner (1986, 1989) terms Microsystems. The Microsystems are made up of personal qualities of the people therein (particularly teachers) and the physical environments. In order for ECD centres to provide the necessary conditions for children’s holistic development, teachers should be well motivated and physical facilities conducive for working and learning.  The sample of the study was comprised of 40 ECD centres and 46 ECD teachers. Preschool Teachers’ Motivation Questionnaire and an observation checklist were used to collect the primary data. Secondary data were obtained from various records in the ECD centres. Among the key findings was the revelation that the motivation levels of more than 50% of the teachers were below average. The study recommended that the Ministry of Education and communities work together to improve ECD teachers’ terms and conditions of service as well as the learning/teaching environment.

scholarly journals ALL-UKRAINIAN PRESCHOOL WEEK IN UKRAINE

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Svitlana Sysoieva ◽  
Olha Reipolska
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Academic Staff ◽  
Preschool Education ◽  
Public Organization ◽  
Ministry Of Education ◽  
Educational Sciences ◽  
Training Institutions ◽  
Education Science ◽  
First Time

The results of the All-Ukrainian Preschool Week, which took place on September 20-24, 2021 are enlightened. For the first time since the independence of Ukraine, the celebrations of the Preschool Education Day lasted for a week, and the events were large-scale and diverse. On the initiative of the Ministry of Education and Science of Ukraine, National Academy of Educational Sciences of Ukraine, All-Ukrainian Public Organization “Association of Preschool Education Workers” and with the support of the Subcommittee on Early Development and Preschool Education of the Verkhovna Rada of Ukraine Committee on Education, Science and Innovations, a number of events were held online and offline. Among the event participants were leading researchers, higher education and in-service teacher training institutions’ academic staff, and representatives of preschool education.

Challenges to Education Policy in Rwanda: A review into preschool education

2021 ◽  
Vol 8 (5) ◽  
pp. 34-44
Author(s):  
Muhimpundu Nadege ◽  
Akimanizanye Annonciata
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Quality Education ◽  
Childhood Development ◽  
Quality Of Education ◽  
Childhood Education ◽  
Secondary Sources ◽  
Design And Implementation

Although ,Rwanda has approved its Early Childhood Development (ECD) Policy and Strategic Plan in September 2011, the policy was established and implemented in different ways in early childhood education, yet preschool has a long way to go. Equally, having a focus on preschool education is the best investment that Rwanda can make to achieve other national goals such as, reducing maternal mortality, eliminating malnutrition and improving access to quality education. Empirical evidence gathered from secondary sources indicates that government has put more effort in improving quality of education. Yet on preschool level, indicators available illustrates that the results are far from expectation. The study further discusses the challenges faced by government in the design and implementation of ECD policy that have led to the ensuing situation. 

Review of Play and Early Childhood Development.

1988 ◽  
Vol 33 (8) ◽  
pp. 730-730
Author(s):  
No authorship indicated
Keyword(s):  
Early Childhood ◽  
Early Childhood Development ◽  
Childhood Development
Sign in / Sign up

Export Citation Format

Share Document