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ECD Resources

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

by Save the Children

The near universal and deep rooted acceptance of physical punishment in childrearing and education makes the enactment of legislation prohibiting it – together with the adoption of measures to implement the law and eliminate corporal punishment in practice – a challenging task. test test

by UNICEF

Violence against children – “encompassing physical or mental violence, injury and abuse, neglect or negligent treatment, and maltreatment or exploitation, including sexual abuse”– is prevalent in all societies (UN CRC, 1989; Gilbert et al., 2009; Krug et al., 2002; Pinheiro, 2006). Violence against children can have profound and damaging consequences in childhood, adolescence and throughout adulthood. Test Test

by UNICEF

Millions of children are on the move across international borders – fleeing violence and conflict, disaster or poverty, in pursuit of a better life. Hundreds of thousands move on their own. When they encounter few opportunities to move legally, children resort to dangerous routes and engage smugglers to help them cross borders. Serious gaps in the laws, policies and services meant to protect children on the move further leave them bereft of protection and care. 

by Zero to Three

The Early Experiences Matter Policy Guide is your set of tools for taking action and improving public policies that impact the lives of infants, toddlers, and their families.

https://www.zerotothree.org/resources/series/the-early-experiences-matter-policy-guide

by Lien Foundation

There is overwhelming evidence from international research to show that a quality preschool experience can make a significant difference to young children’s lives (OECD 2006, UNESCO 2000). Research evidence also shows that quality preschool provisions can make a positive difference to children from disadvantaged or vulnerable backgrounds. 

by UNESCO

The Policy Forum was organized to provide a platform for high-level policy-makers in the region to share knowledge and discuss strategies for capacity development, policy formulation, good practice, partnerships and research, with a view to improving young children’s “readiness to learn”, from both children’s and schools’ perspectives, with special attention to the promotion of equity. 

by UCL Institute of Education, UNICEF

Conflict and fragile conditions that arise as a result of adversities such as civil wars, deprivation and emergency situations invariably compromise the lives of children. This research is concerned with a major issue; that of early childhood development and peacebuilding at a policy level in conflictaffected and post-conflict countries.

by UNICEF

The 2030 Agenda for Sustainable Development charts an ambitious course for the coming decade and beyond. Reaching further than its precursor, the Millennium Development Goals, the Agenda brings together the social, economic and environmental dimensions of development. The Sustainable Development Goals (SDGs) are a clarion call for a more equitable future, and at their core is a commitment to leave no one behind.

by Bernard van Leer Foundation

2018 edition of Early Childhood Matters featuring keynote contributions from the President of Colombia, Juan Manuel Santos Calderón, on the ‘De Cero a Siempre’ policy; Tedros Adhanom Ghebreyesus, Director-General of the WHO, on nurturing care; IRC President David W. Miliband on the humanitarian system and young children; and UN Special Representative Marta Santos Pais on violence prevention.

https://bernardvanleer.org/publications-reports/early-childhood-matters-2018/

by World Health Organization

The case for nurturing care Investing in early childhood development is one of the best investments a country can make to boost economic growth, promote peaceful and sustainable societies, and eliminate extreme poverty and inequality.

by World Health Organization

The Nurturing Care Framework provides a roadmap for action. It builds on state-of-the-art evidence about how early childhood development unfolds and how it can be improved by policies and interventions. 

 

by UNESCO/SEAMEO

The development of this Early Childhood Care and Education (ECCE) Teacher Competency Framework for Southeast Asia (SEA) was a joint initiative of the UNESCO Asia-Pacific Regional Bureau for Education (UNESCO Bangkok) and the Southeast Asian Ministers of Education Organization (SEAMEO) Secretariat.
Read full framework HERE 

by Rand Corporation

Scientific discoveries over the past two decades have transformed the way in which researchers, policymakers, and the public think about early childhood. For example, recent research in brain science has provided a biological basis for prevailing theories about early child development, and cost-benefit analysis has reoriented some of the discussion about early childhood toward prevention programs. Several recent reports have been particularly helpful in translating research findings into practical information that improves policy.

by UNESCO Bangkok

Promoting Inclusive Teacher Education: Advocacy Guides

Inclusive education is a process of addressing and responding to the diverse needs of all learners by increasing their participation in learning, enhancing their learning experiences and outcomes, and reducing exclusion within and from education. Working towards inclusive education calls for significant changes and modifications in teaching and learning content, approaches, processes, structures and strategies, with a common vision of Education for All (EFA). Teachers have an indispensable role to play in this process.

Pre-service teacher education must provide future teachers with the necessary knowledge, competencies and values so that they are able to create and develop inclusive learning environments. However, a recent multi-country review of pre-service teacher education in the Asia-Pacific region, led by UNESCO Asia-Pacific Regional Bureau for Education

(UNESCO Bangkok), revealed that pre-service teacher education in many countries in the region still had a long way to go to fully prepare their graduates to effectively address and embrace the diversity of learners. 

by Hewlett Foundation

The goal of this paper is to focus attention on the demography of the classroom as one potential factor among many that may contribute to the current learning crisis. In many developing countries, the age of entry into school varies with the results that, even in the early grades, classrooms are made up of a diversity of ages. The literature on the subject, which is scant, suggests that the lack of preschool facilities may contribute to earlier ages of entry and that poor health and nutrition may contribute to later ages of entry. Consequences for learning outcomes play out at the level of the individual student as well as at the level of the classroom. Data suggest that in the first few grades, students older than the recommended age learn better than younger students but that pattern reverses by grades three or four with older children becoming increasingly disadvantaged.

Furthermore, all students in classrooms with relatively large age variances suffer in terms of learning outcomes relative to students in classrooms with less age variance. A pattern of late school entry is most evident in sub-Saharan Africa, particularly among the poor, with students who start older than the recommended age completing few years of schooling than students starting on time. More research and programmatic innovation is needed to explore the various ways that a rapid influx of children into primary school can be accomodated- including overage children who have not had the chance to go to school - without compromising learning.

by The World Bank/SIEF

The Strategic Impact Evaluation Fund (SIEF) has released a new book for practitioners in the field of early child development. “A Toolkit for Measuring Early Childhood Development in Low- and Middle-Income Countries” offers experts and others a detailed review of the newest tools and how to apply them to successfully measure child development for children from 0 to 8 years. 

by Bernard Van Leer Foundation, 2016

On 25 September 2015, countries around the world adopted a set of goals to

end poverty, protect the planet and ensure prosperity for all as part of the new

sustainable development agenda (United Nations, 2015). For young children

and families this was a landmark moment, as the Sustainable Development

Goals (SDGs) recognise the critical importance of assuring that all young

children get off to a good start. For the Bernard van Leer Foundation, after

more than 50 years of experience investing in early childhood development

(ECD), this represents the dawn of a new era.

We are therefore relaunching this journal in a new format, on a new publication

schedule and to serve a new purpose. Early Childhood Matters: Advances in Early

Childhood Development will be published annually with the aim of elevating

key issues, spreading awareness of promising solutions to support holistic child

development and strong families, and exploring the elements needed to take

those solutions to scale. It is our hope that by documenting the advances in these

areas each year, we will be sharing the latest ideas, inspiring innovations and

contributing to momentum on behalf of young children and families.

That momentum is growing around the world. More than ever before, the

earliest years of life are being recognised as the foundation of human

development and economic success. Propelled by a combination of science,

economics, parental demand, new champions and common sense, we are

witnessing a revolution in thinking about the importance of the period from

pre-conception to the early primary grades. 

by UNICEF, 2013

Rather, each is a sister, brother or friend who has a favourite dish, song or game; a daughter or son with dreams and the desire to fulfil them; a child with a disability who has the same rights as any other girl or boy. Given opportunities to flourish as others might,children with disabilities have the potential to lead fulfilling lives and to contribute to the social, cultural and economic vitality of their communities – as the personal essays in this volume attest. 

Yet surviving and thriving can be especially difficult for children with disabilities. They are at greater risk of being poor than peers without disabilities. Even where children share the same disadvantages – of poverty or membership in a minority group, say – children with disabilities confront additional challenges as a result of their impairments and the many barriers that society throws in their way. Children living in poverty are among the least likely to enjoy the benefits of education and health care, for example, but children who live in poverty and have a disability are even less likely to attend their local school or clinic.

In many countries, responses to the situation of children with disabilities are largely limited to institutionalization, abandonment or neglect. 

by Margaret Chan, The Lancet, 2013

Considerable progress has been made over the past decade towards Millennium Development Goal 4. The number of deaths among children younger than 5 years has declined from 12 million in 1990 to 6·9 million in 2011.1 But do the surviving children have an equal chance to realise their human potential, achieve social justice, and contribute to sustainable development? The global community has an obligation to ensure that all children develop to full capacity, not only as a human right but also for equitable prosperity and sustainable progress of societies.

by Study- Cloney et al 2016, Australia, 2016

High-quality early childhood education and care (ECEC) programs have the potential to ameliorate socioeconomic status (SES) gradients. In the Australian ECEC market, however, there is no guarantee that children from low SES backgrounds access high-quality ECEC programs. This study tested the influence of family SES on the selection of ECEC program quality.

Participants were 2494 children enrolled in up to 1427 ECEC classrooms (mean age at entry = 43 months, SD = eight months). The study controlled for a range of child, family, home and community-level background factors. Both cross-sectional (linear regression) and longitudinal (growth models) methods are used.

The study confirmed that children from lower SES families were more likely to attend lower quality programs. Longitudinal modelling showed the largest quality gap before kindergarten.

To narrow SES-related achievement gaps there is a need to significantly improve aspects of program quality that influence children’s development, and specifically to do so in programs for younger children. There is a particular need to target ECEC programs in lower SES areas to ameliorate the observed SES quality gradient. The findings further challenge current policy directions from the Productivity Commission inquiry into child care and early learning.

 

Australasian Journal of Early Childhood—Volume 41 Number 4 December 2016.

Don’t forget, the Australasian Journal of Early Childhood is tax deductible for early childhood professionals.

Click here to purchase this issue of the Australasian Journal of Early Childhood. 

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