COVID-19 can disrupt the environments in which children grow and develop. Disruptions to families, friendships, daily routines and the wider community can have negative consequences for children’s well-being, development and protection. Measures used to prevent and control the spread of COVID-19, including quarantine measures such as school closures and restrictions on movements disrupt children's routine and social support while also placing new stressors on parents and caregivers who may have to find new childcare options or forgo work.
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.
Money, love and identity: Initial findings from the National ECEC Workforce Study shares the initial findings of a National Early Childhood Education and Care Workforce study – a three-year national study funded by the Australian Research Council. In addition to findings from the study, this report shares key takeaways from conversations during a workshop hosted by the researchers.
Towards the Right Care for Children: Orientations for reforming alternative care systems - Africa, Asia, Latin America, commissioned by the European Commission Directorate General for International Cooperation and Development commissioned SOS Children’s Villages International to conduct a study on the possible issue of institutionalization in six South and Central American, Asian and African countries, in order to strengthen the knowledge of the European Commission on the nature, the extent and scope of institutionalization and feasibility of the de-institutionalization.
The Innovative Pedagogical Approaches in Early Childhood Care and Education (ECCE): A Resource Pack includes case studies from nine countries. Each is an example of an innovative pedagogy developed according to a specific context and with concern for sustainable learning.This resource pack discounts the idea that ECCE should solely rely on a “universalized ‘one size fits all’ model" and emphasizes the need for ‘real-life’ approaches that connect children with their communities.
Preparing Teachers for Early Childhood Care and Education brings forward several issues on teacher preparation which are not only significant in current contexts, but also for the future. The study provides data on the following emerging issues: