There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.
There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.
There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.
There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.
There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.
This INEE Guidance Note addresses a gap in the tools that are currently available to educators and professionals operating in emergency and crisis contexts. This INEE Guidance Note encourages more intentional and consistent implementation of practical, goodquality psychosocial interventions on the education frontlines by teachers, education administrators, parents, counselors, peers, ministries, and other education personnel in three concrete ways:
This presentation outlines the Medak Early Childhood Education Initiative and it presents the results of a study that aimed at: understanding the awareness of Caregivers (AWWs) understanding on importance of ECE; understanding their perception towards ECE in the context of Child Development; planning interventions to improve understanding of AWWs about ECE by the efforts of the Foundation and the ICDS department. The implications for training are presented and discussed.
Early childhood education and care (ECEC) – the phase before primary education – is increasingly acknowledged as providing the foundations for lifelong learning and development. This second edition of Key Data on Early Childhood Education and Care in Europe charts the progress made in the key quality areas identified in the Council Recommendation on High Quality ECEC Systems.
This book describes the ways in which the mentoring terrain in early care and education has changed over the last two decades, and the multiple contexts in which mentoring now occurs. It offers mentors, coaches, and/or technical assistance providers an effective, activity-based way to reflect on, practice, and sharpen skills for working with early childhood practitioners, and it can be adapted to a wide variety of early care and education settings.
Public policy work is often incremental. Sometimes successes are realized by steady movement along the same path. Sometimes great strides are made by starting over and doing something bold. There is not one single right way to approach policy work. But before any plans are made and actions are taken, it is crucial that all stakeholders are aware of the current policies and contexts.
