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ECD Resources

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

by ARNEC

Dr. Joan Lombardi, Guest Editor of the journal will give an overview of the ECM 2019 followed by presentations from Julien Vincelot, Urban 95
Coordinator for the Bernard van Leer Foundation and Kristina
Vlahovicova
, Research Officer Promundo. The session is moderated by Ms. Melissa Kelly, chair of ARNEC's Executive Committee.

Additional resources shared during the session: 

 https://bernardvanleer.org/publications-reports/infant-toddler-caregiver-friendly-neighbourhood-itcn-framework-and-guidelines/ 

https://promundoglobal.org/resources/

 

by Sukhdeep Gill, Ph.D., Mark Greenberg, Ph.D., Jazmin Nixon

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

by M SREENIVASA RAO

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

by Sonja Giese

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

ABSTRACT

South Africa is brimming with bold, creative innovators and entrepreneurs. As a country, we can lay claim to many innovations across a wide range of sectors. The Innovation Edge is a multi-donor partnership established in July 2014 to bring this spirit of innovation to the early learning space in South Africa.

Young children are vulnerable by virtue of their age. In SA they are additionally so because of their disproportionate exposure to conditions of severe poverty and the multiple associated deprivations. Inequality in access to learning opportunities in South Africa exists across ages and income levels, marginalizing the youngest and poorest children. While 80% of 3-4 year olds in Quintile 5 (the richest households) have access to ECD centres, only 40% of their peers in Quintiles 1 and 2 enjoy this same right. Service quality also varies dramatically across quintiles, and most ECD centres in poor communities do not meet Government stipulated minimum norms and standards.

by Rajapaksha Pathirage Manjula Sandamali

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

Introduction:

Early childhood, which is oftentimes categorized as the age of 0 to 5 years old, is a critical stage because it serves as the foundation of life of a person when intelligence, personality and social behavior are formed (Nishat & Batool, 2011). This is the stage when the physical, social and psychological capacities should be recognized and supported otherwise they will have communication, learning and development problems (Nishat & Batool, 2011). It is also the stage in life where humans are most vulnerable to conditions such as malnutrition, illnesses, neglect, violence and lack of early childhood stimulation can have a detrimental effect on both their immediate situation and their abilities to succeed later in life (Marsh & Schroeder, 2002). Infants and young children therefore should be provided with the enabling environment for them to thrive well and grow into healthy adults (Piraska & Bullen, 2011). Unfortunately, various gaps and barriers towards healthy development of these young children still exist and this is manifested in several ways among young children (Piraska & Bullen, 2011).

by Dayalatha Lekamge and Badra Withanage

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

Abstract

School entry is a significant milestone in a child’s life. Entering to school is the second major transition children experience during their early childhood years. Therefore it is important to examine whether the children entering to grade one are ready for the school education and how to guide teachers to extend their continuous support for those who experience problems. This paper analyses the systematic process followed to build up and pilot a mechanism to identify readiness of children entering grade one and to develop guidelines for teachers for its implementation.

by Monisha Singh Diwan, Dr. Karen L. Kelly

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

Title: From Measurement to Action- Using programmatic assessments to promote ‘Quality in ECD’: Model Exemplars from Afghanistan, India, Pakistan, and U.A.E. 

The importance of improving the quality of early years programmes has been internationally recognised. The Dakar Framework for Action, Education for All: Meeting Our Collective Commitments representing 164 countries contains six goals, the first of which is, “expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. The Aga Khan Development Network (AKDN) has been supporting Early Childhood Development (ECD) initiatives for many years, and recognizes this critical long-term impact of quality ECD. Aga Khan Education Services (AKES), an agency of the AKDN, supports 160 ECD programmes in Middle East, Asia and East Africa that serve approximately 22,000 children. 

by Minyi Li, Ph.D.

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

Abstract: 

Since the China’s State Council landmark decision in 2010, which called for expansion of early childhood development, national coverage for early childhood education has increased from 35 percent in 2000 to 70.5 per cent in 2014. By making early childhood education and development a clear government priority and targeting the most disadvantaged areas, China is taking a momentous step toward ending the inter-generational cycle of poverty, achieving the Millennium Development Goals and brightening the future for all of its citizens. However, in terms of universal pre-primary education with enough qualified kindergarten teachers, it is still one of the most challenging problems for the government.

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 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.

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