{"id":304,"date":"2011-09-28T18:17:52","date_gmt":"2011-09-28T18:17:52","guid":{"rendered":"http:\/\/content.scienceofecd.com\/akdn\/?page_id=304"},"modified":"2022-12-23T21:18:31","modified_gmt":"2022-12-23T21:18:31","slug":"ec-2-2-early-child-development-programs","status":"publish","type":"page","link":"https:\/\/content.scienceofecd.com\/akdn\/ec-2-2-early-child-development-programs\/","title":{"rendered":"EC 2.3 Early child development programs"},"content":{"rendered":"
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AKDN\/Akbar Hakim<\/figcaption><\/figure>\n<\/div>\n\n\n

Bronfenbrenner’s model provides a useful framework for studying various settings (or microsystems) and the impact they have on young children. On page 2.1, research about children’s home lives was explored. The prevalence of early child development (ECD) programs means that the effect of these settings on young children also needs to be better understood. ECD programs vary widely in content, targeted participants, and intensity.<\/p>\n\n\n\n

While all children benefit from ECD, research indicates that the most vulnerable children benefit the most from access to quality early childhood education. Access to ECD programs is an issue in most parts of the world but is a particular issue for children in low-income countries.<\/p>\n\n\n\n

Today, 50 per cent of pre-primary-age children around the world \u2013 at least 175 million \u2013 are not enrolled during these crucial years in pre-primary education. In low-income countries, only one in every five children has access to pre-primary education. Those who are the least likely to attend early childhood education programmes would benefit from them the most” (UNICEF, 2017, p. 6).<\/span><\/p><\/blockquote>\n\n\n\n

Access is important based on the growing recognition, and what some have suggested is “global consensus”, about the importance of high-quality ECD programs for children’s educational achievement Cardini et al. (2019, para. 1). In the next article, the authors state that “it takes more than a village”, as they frame ECD as part of a complex system, involving various organizations and sectors. They present an interesting discussion about the importance of both local communities and cross-sectoral cooperation and coordination. <\/span><\/p>\n\n\n

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\n READ<\/span>It takes more than a village.<\/span><\/span> \n <\/div>\n <\/a>\n<\/div><\/div>\n\n
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The worldwide statistics about access to ECD programs are alarming. Does this seem to reflect access in your community or country?<\/p>\n\n\n\n

What are the other sectors, organizations in the broad system in your community?<\/p>\n\n\n\n

What needs to be done to strengthen both individual ECD programs and the broader system?<\/p>\n\n<\/div><\/div>\n\n\n

Bronfenbrenner’s ecological model also helps in understanding the importance of connections or links between children’s homes or families and the ECD programs they may attend. Teachers and caregivers have expertise in child development and in providing appropriate programs for young children – but families are experts too. Families know their children best.<\/p>\n\n\n

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Various ways these settings can be connected, or integrated, strengthens both the home and the ECD program – and ultimately promotes the best possible outcomes for children. In the Brain Development module, the reach and effectiveness of integrating ECD initiatives in the health care sector, particularly in fostering the development of children 0-3, was presented. ECD programs are increasingly being integrated with other services and programs to effectively work together to reach children and families<\/p>\n\n\n\n

A pilot program by UNICEF-China in partnership with the All China Women\u2019s Federation (ACWF), focused on integrated community-based early child development programming for children up to three years of age.<\/p>\n\n\n\n

Listen as Dr. Chen Xuefeng, early childhood development specialist, UNICEF China, provides a brief description of the pilot project.<\/p>\n\n\n

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\n VIEW<\/span>\n Chen \u2013 community-based early childhood programming (5:11)<\/span>\n \n <\/div>\n <\/div>\n
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