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ECD Resources

You may access the latest ECD resources below and filter by theme /resource categories and publication type.

by Michael E Bismar, Jose Felix ChildFund Timor Leste

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

by Michael E Bismar, Jose Felix ChildFund Timor Leste

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

by Maricel B. Ceido Maya P. Nayo Mariel Joy S. Sampang

Abstract

Save the Children Philippines has been collecting data on child development outcomes, parenting knowledge and quality learning environment the past years. The aim is to establish evidence on the impact of early childhood education programs to children from urban and rural communities, as well as generate good practices to inform future programming and advocacy. For this study, we used quantitative methods and collected data and analyze them to investigate on (a) levels of competency in all domains among children who participated in the different early education programs, (b) levels of knowledge, attitudes and practices (KAP) attained by parents who took part in the Parent Education Sessions (PES), and (c) Quality Learning Environment (QLE) levels of the ECE centers. The study also looked at differences between sexes (male versus female), if any, and between contexts (urban versus rural).

by Madhu Rajbhandari

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

Introduction

Mentoring is powerful and emotional relationship which enables the early childhood development (ECD) facilitators and trainers to learn and develop confidence, independence and maturity. Training and mentoring empower early childhood development (ECD) teachers and facilitators ( Martin & trueax, 1997., McKimm, Jollie, & Hatter, 2007). Training carries transformative skills in facilitators and teachers who are bearers of change. Training refers to transfer of skills and knowledge, subject oriented, improvement in specific knowledge, skills and attitude while mentoring focuses on the person and their career, provides support for individual growth and maturity (Meyerson, 2013). 

by Madhu Rajbhandari

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

Introduction

Mentoring is powerful and emotional relationship which enables the early childhood development (ECD) facilitators and trainers to learn and develop confidence, independence and maturity. Training and mentoring empower early childhood development (ECD) teachers and facilitators ( Martin & trueax, 1997., McKimm, Jollie, & Hatter, 2007). Training carries transformative skills in facilitators and teachers who are bearers of change. Training refers to transfer of skills and knowledge, subject oriented, improvement in specific knowledge, skills and attitude while mentoring focuses on the person and their career, provides support for individual growth and maturity (Meyerson, 2013). 

by Lusi Margiyani, Save the Children Indonesia

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

Abstract

Playing activities are the most effective way for early young children to learn in their childhood stages. Through a quality playing activities, children evolve their optimal development by enjoyable way and appropriate with their child development stages. Children in early childhood stage need an adequate playing learning environment, a chance to play and an adult that capable to facilitate them. This learning environment should be able to access by children in city industry area despite their limitation.

by Lusi Margiyani, Save the Children Indonesia

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

Abstract

Playing activities are the most effective way for early young children to learn in their childhood stages. Through a quality playing activities, children evolve their optimal development by enjoyable way and appropriate with their child development stages. Children in early childhood stage need an adequate playing learning environment, a chance to play and an adult that capable to facilitate them. This learning environment should be able to access by children in city industry area despite their limitation.

by Karma Pedey

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

by Naw Htee Wah Paw, Program Manager Early Childhood Care and Development Program Karen Baptist Convention in Myanmar

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

To describe how a CARE oriented ECCD program can help children living in highly stressful conditions to recover from trauma and achieve a normative developmental trajectory while experiencing joy and love through caring relationships.

by Lauren Pisani, Hossne Ara, Binoy Kumar Deb Nath & Ivelina Borisova, Save the Children in Bangladesh

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

This report summarizes the results of a follow-up study evaluating the results of the ELM parenting program in Meherpur, Bangladesh. This parenting program is an extension of previous parenting work carried out within Save the Children’s Sponsorship-funded Shishuder Jonno program in Meherpur. Unlike many other parenting programs which tend to emphasize predominantly on health and nutrition and not early stimulation, the ELM sessions focus on how parents can promote early literacy and math skills with their children

by Gopini Panday

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

Abstract

Despite the critical contribution of Early Childhood Development (ECD) in creating an equitable and skilled society, ECD has been under-prioritized and under-resourced in Nepal, and the country’s political leaders were unaware of how ECD transforms societies. To ensure the constitutional rights of young children and the formulation of a policy for the integrated and holistic development of children from birth to five years, Save the Children and Setogurans has worked strategically with parliamentarians and political leaders over the last decade to create ECD champions. The major achievement was formulation of an ECD caucus in 2009, composed of Constituent Assembly members and members of Legislative-Parliament (as per Interim Constitution of Nepal 2063).

by GereltuyaTsegmid, Save the Children Japan Mongolia

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

by Filip Lenaerts, Nguyen Thi Lan Huong & Dinh Thi Thu Trang VVOB Vietnam

as presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

by Erin Chen

As presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

Since 2012, in order to provide more opportunities for migrant children to receive early childhood education, promote their development, and prepare them for kindergartens, we have launched the Early Childhood Development (ECD) Program at four community centers in Beijing. The Program achieved significant results during the first year it was launched, and was introduced to our migrant community centers in Shanghai and Guangzhou. This essay aims at introducing the measures we have taken to incorporate training of the mothers in migrant communities into the design and implementation of our program. Such incorporation is for the purpose of influencing migrant families’ knowledge, attitude, and actions taken towards early childhood education. In addition, we will explain the effectiveness of these measures tracked using the monitoring techniques we designed.

by Baela Raza Jamil and Syeda Farwa Fatima

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

Global Agenda 

The landmark Sustainable Development Goals (SDGs) 2015 adoption in September this year has globally endorsed SDG 4 and Target 4.2 (UNGA, 2015), whilst the Framework for Action and indicators will be finalized in November 2015 and March 2016 respectively. This has reassured the global community that “Quality early childhood development, care and pre-primary education” has secured a place for comprehensive actions along with all its targets and other relevant SDGs. Target 4.2 is framed by the overarching SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all ". It is pertinent to mention that the final articulation of target 4.2 has been crafted through a series of bold negotiations until its most recent narration, giving space to a holistic continuum embedded in the conceptualization of the 0-8 age group. This has been achieved through multiple national, regional and global forums on Early Childhood Development and Care (ECDC)/Early Childhood Education and Development (ECED).

by By Abigail C. Castillo and Diane Renee P. Carasig

presented at the 2015 Asia-Pacific Regional ECD Conference Beijing, China

ABSTRACT

Existing bodies of literature show that beginning readers use their background knowledge and familiar experiences to relate to texts, recognize words, and understand stories. Seeing oneself represented in the characters, authors, and illustrators engages children in reading. In the Philippines, although there is a significant number of children’s books in local language (Filipino), getting access to high-quality children’s books that reflect indigenous culture, language and dialect variation, and family life remains a challenge.

This paper titled Masé Té, which means “let’s read” in the Blaan language, describes how First Read’s inclusive book development process led to the creation of more age-appropriate and context specific books available for children 0-4 years old from indigenous groups of Blaan, Tagakaolo, and Tboli from the Southern part of the Philippines, Mindanao.

by ARNEC

This video captures a pedagogical approach which aims to promote and preserve the Māori language and customs as a means of cultural identity. This approach seeks to use traditional Māori knowledge and practices to address contemporary social and environmental issues in New Zealand society.

Access the full video via the ARNEC youtube channel HERE 

by ARNEC

This video depicts an ‘innovative’ approach which reflects Kaede Kindergarten’s firm conviction that children develop through play; indeed, that ‘play makes children human’. Through the ‘Tower Building’ competition documented here, children at Kaede Kindergarten (facilitated by their teachers) are encouraged to engage in learning that promotes autonomy, creativity, cooperation and collaboration.

Access the full video via the ARNEC youtube channel HERE 

by ARNEC

This video depicts how an ECD programme in Solomon Islands seeks to overcome challenges around access to early learning opportunities for children who live far away from state-based schools. It features how teachers draw on community support for ECD and how to create child-friendly teaching and learning environments using natural resources. The video also demonstrates how ECD facilitators interact with children as they play with blocks and other materials.

Access the full video via ARNEC youtube channel HERE 

by ARNEC

This video shows how the Early Childhood Education and Development (ECED) Facilitators in remote areas of Nepal are being supported through development of a ‘customised’ curriculum adapted to suit the local language and context of children attending Centres, accompanied by training and support designed to assist Facilitators in successfully implementing the curriculum and managing / administering early childhood centres.

Access the full video via ARNEC youtube channel HERE 

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