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Relevant bibliographies by topics / Early childhood development and education

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Academic literature on the topic 'Early childhood development and education'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Early childhood development and education"

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Welch, Graham F. "Early Childhood Musical Development." Research Studies in Music Education 11, no. 1 (December 1998): 27–41. http://dx.doi.org/10.1177/1321103x9801100104.

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Smith, Anne B. "Children's Rights and Early Childhood Education." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 1–8. http://dx.doi.org/10.1177/183693910703200302.

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THERE IS STILL RESISTANCE and hostility within some circles to the United Nations Convention on the Rights of the Child (the Convention), but professionals working with children should be familiar with rights principles and their use in advocating for change. A rights perspective fits well with the new paradigm of Childhood Studies, which is critical of developmental psychology and recognises multiple childhoods, children's agency and competency, and the primacy of children's lived experience. The Convention has been used in advocating for reforms in early childhood services in New Zealand. One example is the development and implementation of our early childhood education curriculum, Te Whariki. The second example is New Zealand's Strategic Plan for Early Childhood Education (Ngā Huarahi Arataki), which is focused on improving early childhood education quality and participation. It is argued that child advocacy for better early childhood education policies can be strengthened by the use of the Convention.

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Schomburg, Roberta L. "LEADERSHIP DEVELOPMENT IN EARLY CHILDHOOD EDUCATION." Journal of Early Childhood Teacher Education 20, no. 2 (January 1999): 215–19. http://dx.doi.org/10.1080/0163638990200224.

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Astuti, Budi, Sugiyatno Sugiyatno, and Siti Aminah. "The development of early childhood sex education materials for early childhood education (ECE) teachers." JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat) 4, no. 2 (November 29, 2017): 113–20. http://dx.doi.org/10.21831/jppm.v4i2.14869.

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The objective of this research was to create early childhood sex education materials for Early Childhood Education Teachers. The research was initiated by conducting need assessment in the form of identification of the needs of sex education materials that appropriate for early childhood and the role of teachers and parents in the sex education. The subjects were chosen by using the purposive technique. The subjects of this study were 28 Early Childhood Education teachers in Sleman Regency. The data collection in this research was using a questionnaire. The data analysis technique was using quantitative descriptive techniques. The results of the research provided a description that the materials about the skills to protect themselves from sexual violence is the most needed matter of Early Childhood Education teachers. Further, respectively according to the level of need, the material that needs to be included in a Early Childhood Sex Education is the introduction of the gender, the introduction of self-identity, the relationship of men and women and ways to maintain the health, and the introduction of reproductive organs and functions. Materials product is expected to be a guideline and reference in providing early sex education.

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Sims, Margaret, and Karl Brettig. "Early childhood education and early childhood development: Do the differences matter?" Power and Education 10, no. 3 (May 8, 2018): 275–87. http://dx.doi.org/10.1177/1757743818771986.

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In many Western nations (an area of the world identified by Connell as the Global North), the early childhood sector has positioned itself within the education discourse. This positioning brings along with it the neo-liberal agenda in relation to education – i.e. that education’s key aim is the preparation of employable future employees (children as human capital). Along with this is the increasing imposition of employer-identified skills and knowledges on the curriculum in order to shape children, through education, into the ‘right’ attitudes, dispositions and knowledges. Thus, early childhood education has become increasingly subject to external accreditation, whereby services are evaluated based on their adherence to predetermined standards. Early childhood educators’ work has increasingly required the operation of a panoptic view of children, whose every behaviour is observed, recorded and judged. The authors argue that such standards, in some contexts, act as barriers to effective service delivery and present examples of work from the Global South, demonstrating how an early childhood development focus facilitates a holistic approach to early childhood service delivery. The authors demonstrate how that development focus can be operationalised in the Global North and suggest that, as the sector proceeds towards professionalisation, it needs to consider its direction.

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Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (April 12, 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.

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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.

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Zhou, Xin. "Early Childhood Education Policy Development in China." International Journal of Child Care and Education Policy 5, no. 1 (May 2011): 29–39. http://dx.doi.org/10.1007/2288-6729-5-1-29.

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&NA;, &NA;. "EARLY CHILDHOOD EDUCATION." Journal of Developmental & Behavioral Pediatrics 18, no. 6 (December 1997): 432. http://dx.doi.org/10.1097/00004703-199712000-00021.

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Blaise, Mindy. "Contextualising early Childhood Education." Australasian Journal of Early Childhood 31, no. 3 (September 2006): ii. http://dx.doi.org/10.1177/183693910603100301.

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Hazizah, Nur, and Erni Ariyanti. "Urgency of Development and Awareness of Early Childhood Morals." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 7, no. 2 (October 30, 2019): 135–38. http://dx.doi.org/10.24036/kolokium-pls.v7i2.129.

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The moral development of early childhood is a change in children's behavior from bad to good and occurs throughout the child's life. The method of instilling moral values in early childhood varies, depending on the character of each child. In the formal education pathway how to instill moral values in early childhood can be done through learning activities with a face-to-face schedule. For example, through Early Childhood Education. Whereas in the non-formal education pathway the inculcation of moral values in early childhood can be done through family education and education organized by the environment.Keywords: Moral Awareness, Early Childhood

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Dissertations / Theses on the topic "Early childhood development and education"

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Lirette, Patricia R. "Barriers to education in early childhood development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0001/MQ59757.pdf.

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Keramidas, Cathy Galyon. "Assessment in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4157.

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Malkus, Amy J. "Adolescent Brain Development." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4314.

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Green, Shannon Susan. "PRESCHOOL TEACHERS' EARLY PERCEPTIONS OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1210.

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This study explored five preschool teachers' perceptions about Education for Sustainable Development (ESD) in Early Childhood Education (ECE). Participating teachers provided a wide range of responses about ESD and its related subthemes. The findings of this study show that the participating teachers indicated a willingness to reflect on the principles of sustainable development, a commitment to developmentally appropriate practice, a value for participatory and problem-based curriculum, and appreciation for the benefits of community engagement. Teachers also expressed values of fairness and equality, and being open, honest, and matter-of-fact with children. Teachers were new to the ideas of interdependence, social justice, human rights, and economics education in ECE. The teachers expressed concerns about the inclusion of issues that they considered too complex for children, too personal, or potentially offensive. These findings can inform ideas for beginning professional development and further study for ESD in ECE.

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Jung, Myoungwhon. "Professional development in early childhood mathematics examining professional growth in two early childhood teachers through collaboration /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215198.

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Thesis (Ph.D.)--Indiana University, School of Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1216. Adviser: Mary B. McMullen. "Title from dissertation home page (viewed May 14, 2007)."

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Sharp, L. Kathryn. "Examining the Precepts of Early Childhood Education: The Basics or the Essence?" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4484.

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The purpose of this article is to encourage early childhood educators and the related professional development and research communities to become the leading voices in determining the direction of early childhood education. To support this vital, and complicated transition, this discussion revisits fundamental aspects of what is meant by early childhood education and intends to spark discussion and the direction needed to guide thought and action as nations begin a shift towards more affordable, universal and, most importantly, high-quality early childhood education.

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Fok, Wai-man Veronica. "Development and validation of a preschool programme evaluation scale." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18815467.

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Baker, Jessica. "Parent education programmes for early childhood development : reflections of practitioners." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95853.

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Thesis (MSocialWork)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Parent education programmes have been identified as intervention strategies which address numerous social problems in South Africa. This study aimed to highlight the importance of empowering parents through knowledge and skill development in order to positively invest in the future generations of South Africa. Early childhood development is a field which has emerged on the agenda of the helping professions, such as social work, psychology and education. The development of parent education programmes is an example of advancement in this field. The topic of parent education is noteworthy in light of the growing need to empower parents to raise well-developed children. The development of effective parent education programmes is beneficial to both the parents and practitioners. However, practitioners are seldom given the opportunity to reflect on their own professional experiences of delivering these programmes. Therefore, there is a need to investigate and analyse these experiences to potentially improve programme delivery. Consequently, the aim of this study was to gain a better understanding of practitioners’ experiences of facilitating programmes aimed towards early childhood development by utilising social learning and cognitive behavioural approaches. A combination of a quantitative and qualitative research approach was used in this study. Exploratory and descriptive research designs were implemented in order to describe the social phenomenon of parent education programmes for early childhood development. Practitioners delivering parent education programmes in the Cape Metropole in South Africa were selected to participate in the study. Data was collected during individually administered interviews by means of a semi-structured questionnaire. Practitioners were given the opportunity to share their reflections (which are qualitative in nature) on their experiences of facilitating programmes aimed at early child development. The main findings of this study indicated that there is a need for practitioners to be adequately trained to deliver programmes which are engaging and relevant to the needs of parents. Group-based and community programmes were found to be effective platforms for this intervention. The nature and components of parent education programmes, as outlined in the literature, provide clear guidelines for organisations and practitioners wishing to deliver such programmes and it is recommended that they be incorporated into facilitators’ training sessions. Furthermore, the findings of this study are significant for practitioners facilitating parent education programmes as they confirmed that the effectiveness of the implementation of such programmes are linked to the delivery by and experiences of practitioners. An effort should therefore be made to enhance these experiences by endorsing the use of best practice methods for programme delivery. South Africa has recently begun to explore the innovative avenue of parent education through group-based parenting programmes. The enhancement of parents’ capabilities through these programmes are seen as an asset for promoting social development and advancing legislation on childhood development. The conclusions drawn in this study indicate a need for further research into the topic of parent education programmes in South Africa. Consequently, recommendations are provided for further research that would complement this study and elaborate on its findings.
AFRIKAANSE OPSOMMING: Oueropleidingsprogramme word beskou as ŉ intervensiestrategie wat talryke maatskaplike probleme in Suid-Afrika aanspreek. Hierdie studie het dit ten doel gestel om te wys hoe belangrik dit is om ouers te bemagtig deur die ontwikkeling van hul kennis en vaardighede om so ŉ positiewe bydrae tot die toekomstige generasies van Suid-Afrikaners te maak. Vroeë kinderontwikkeling is ŉ veld waaraan daar toenemend aandag geskenk word in die hulpverleningsprofessies, byvoorbeeld maatskaplike werk, die sielkunde en die onderwys. ŉ Voorbeeld van vordering wat al op hierdie gebied gemaak is, is die ontwikkeling van oueropleidingsprogramme. Hierdie programme is van belang om die toenemende behoefte daaraan om ouers te bemagtig om goed ontwikkelde kinders groot te maak, aan te spreek. Die ontwikkeling van effektiewe oueropleidingsprogramme is voordelig vir sowel ouers as praktisyns. Praktisyns word egter selde die geleentheid gegun om te reflekteer op hul eie professionele ervaring as fasiliteerders van sodanige programme. Daarom is daar ŉ behoefte daaraan om hierdie ervarings te ondersoek en te analiseer om die lewering van hierdie programme moontlik te verbeter. Na aanleiding van hierdie behoefte, was die doel van hierdie studie om ŉ beter begrip te vorm van die praktisyns se ervaring van die fasilitering van programme vir vroeë kinderontwikkeling deur van die sosiale leer- en kognitiewe gedragsbenaderings gebruik te maak. ŉ Kombinasie van kwantitatiewe en kwalitatiewe navorsingsbenaderings is in hierdie studie gevolg. ŉ Verkennende en beskrywende navorsingsontwerp is toegepas om die sosiale fenomeen van oueropleidingsprogramme vir vroeë kinderontwikkeling te beskryf. Praktisyns van oueropleidingsprogramme wat in die Kaapse Metropool in Suid-Afrika aangebied word, is gekies om aan die studie deel te neem. Data is ingesamel tydens individuele onderhoude deur middel van semi gestruktureerde vraelyste. Praktisyns is die geleentheid gebied om te reflekteer (ŉ kwalitatiewe benadering) op hulle ervaring van die fasilitering van programme wat gerig is op vroeë kinderontwikkeling. Die hoofbevindinge van hierdie studie dui op ŉ behoefte vir praktisyns om doeltreffend opgelei te word om programme aan te bied wat aantreklik en relevant is vir ouers om hulle behoeftes aan te spreek. Daar is bevind dat groepsgebaseerde en gemeenskapsprogramme effektiewe platforms vir hierdie intervensie is. Die aard en komponente van oueropleidingsprogramme, soos uiteengesit in die literatuur, bied duidelike riglyne vir organisasies en praktisyns wat sodanige programme wil aanbied en daar word aanbeveel dat dit in opleidingsessies vir fasiliteerders inkorporeer word. Die bevindinge van hierdie studie is verder van belang vir fasiliteerders van oueropleidingsprogramme aangesien dit bevestig dat die geslaagdheid van die programme gekoppel is aan praktisyns se lewering en ervaring daarvan. ŉ Poging moet dus aangewend word om hierdie ervaring te verbeter deur praktisyns aan te moedig om die “beste praktyk”-metodes te gebruik wanneer hulle programme aanbied. Suid-Afrika het onlangs ŉ innoverende benadering tot oueropleiding begin volg, naamlik om sodanige programme in groepsverband aan te bied. Die verbetering van ouers se bekwaamheid deur middel van hierdie programme word beskou as ŉ manier om vooruitgang in maatskaplike ontwikkeling te bewerkstellig en wetgewing oor kinderontwikkeling te bevorder. Die gevolgtrekkings waartoe daar in hierdie studie gekom word, dui aan dat daar ŉ behoefte vir verdere navorsing oor oueropleidingsprogramme in Suid-Afrika bestaan. Gevolglik word daar ter afsluiting aanbevelings gemaak ten opsigte van verdere navorsingsgeleenthede wat hierdie studie kan aanvul en op sy bevindinge kan uitbrei.

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Clarkin-Phillips, Jeanette. "Distributing the leadership : a case study of professional development /." The University of Waikato, 2007. http://hdl.handle.net/10289/2449.

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This study explores the question of what might be a model of effective leadership for pedagogical change in early childhood education in Aotearoa/New Zealand. Drawing on a framework of gateways for personalising learning constructed by Hargreaves (2004a) and Engestrom's (1999) Activity theory, a case study of a professional development programme is analysed. Entrypoints or gateways for teachers in three early childhood centres to the professional development programme are identified, as are gateways for sustained involvement and continued learning opportunities. The study uses unstructured interviews with a narrative inquiry approach to hear the teachers' stories and the findings of the study are presented in a narrative style in order to capture these voices. The major findings from the study indicate that professional development is a complex interweaving of voices and intentions. There are three key elements of the ongoing personalising learning as a result of involvement in the professional development programme: distributed leadership, teacher voice, and community. The context of early childhood provided unique definitions of the gateways and common elements were found in identifying the entrypoints and features of sustained involvement. The study implies that effective leadership is distributed across the community and the sustaining features of the professional development programme need to be elements of any provision of professional development intent on personalising learning for pedagogical change.

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Broderick, Jane Tingle, and Seong Bock Hong. "Inquiry-based Early Childhood Curriculum Development: Using Materials to Facilitate Representation." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4210.

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Books on the topic "Early childhood development and education"

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Early childhood education. Westminster, CA: Teacher Created Materials, 1996.

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Arce, Eve-Marie. Perspectives: Early childhood education. Boulder, Colo: Coursewise, 1999.

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Arce, Eve-Marie. Perspectives: Early childhood education. Boulder, Colo: Coursewise, 1999.

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Education management in early childhood development. Hatfield, Pretoria: Van Schaik, 2007.

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Aulgur, Linda. Introduction to early childhood education. Clifton Park, NY: Thomson Delmar Learning, 2007.

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Early childhood development: A multicultural perspective. 2nd ed. Upper Saddle River, N.J: Merrill, 2000.

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Trawick-Smith, Jeffrey W. Early childhood development: A multicultural perspective. 6th ed. Boston: Pearson, 2014.

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Early childhood development: A multicultural perspective. 3rd ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2003.

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Trawick-Smith, Jeffrey W. Early childhood development: A multicultural perspective. Upper Saddle River, N.J: Merrill, 1997.

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Early childhood development: A multicultural perspective. 5th ed. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2008.

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Book chapters on the topic "Early childhood development and education"

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Joshi, Priti, and Subir Shukla. "Development in Early Childhood." In Child Development and Education in the Twenty-First Century, 41–61. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9258-0_3.

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Spiteri, Jane. "Early Childhood Education for Sustainability." In Encyclopedia of the UN Sustainable Development Goals, 1–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69902-8_114-1.

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Spiteri, Jane. "Early Childhood Education for Sustainability." In Encyclopedia of the UN Sustainable Development Goals, 185–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-95870-5_114.

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La Paro, Karen, and Elizabeth King. "Professional Development in Early Childhood Education." In The Wiley Handbook of Early Childhood Care and Education, 427–48. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119148104.ch19.

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Ng’asike, John. "Early Childhood Education Development in Kenya." In Handbook of International Perspectives on Early Childhood Education, 263–81. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315562193-19.

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Pramling, Niklas. "Narrative engagement and children’s development." In Narratives in Early Childhood Education, 162–69. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Routledge Research in Early Childhood Education: Routledge, 2017. http://dx.doi.org/10.4324/9781315640549-12.

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Schulz, Marc, Melanie Kuhn, Bianca Bloch, Wilfried Smidt, and Ursula Stenger. "Historical development and current frameworks." In Early Childhood Education in Germany, 23–34. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429275593-4.

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Moro, Christiane. "Material Culture, Semiotics and Early Childhood Development." In Children, Development and Education, 57–70. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0243-1_4.

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Joshi, Priti, and Subir Shukla. "Learning in Early Childhood." In Child Development and Education in the Twenty-First Century, 63–81. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9258-0_4.

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Yu, Yong-ping. "Early Childhood Curriculum Development in China." In Early Childhood Education in Chinese Societies, 101–10. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-1004-4_7.

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Conference papers on the topic "Early childhood development and education"

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Ayuningrum, Desy, and Nopiana Nopiana. "Early Childhood Education Management." In The First International Conference On Islamic Development Studies 2019, ICIDS 2019, 10 September 2019, Bandar Lampung, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.10-9-2019.2289375.

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Halimah, Leli, SY Margaretha, and Mirawati. "Teacher-Parent Partnership on Early Childhood Education Curriculum Development." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.038.

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Suyanta, I. Wayan, and I. Gede Sedana Suci. "Yoga Stimulation is A Physical Development of Early Childhood." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.035.

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Muzaki, Ferril Irham. "Game Development for Indonesian Language Evaluation Materials in Elementary Schools." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.024.

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Zaeni, Ilham A. E., M. Iqbal Akbar, Kartika C. Kirana, and Dessy R. Anzani. "Development of Colour and Shape Learning Device for Kindergarten Students." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.025.

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Sultoni, Juharyanto, Dedi Prestiadi, Maulana Amirul Adha, and Pramono. "One-Roof School Principal Excellence Leadership Development Model in Indonesia." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.044.

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Palupi, Indah Nur, Lilik Bintartik, and Arda Purnama Putra. "Development of Guided Inquiry-Based Science Modules for Elementary School Students." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.053.

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Fitria, Rohmatul, Ni Luh Sakinah Nuraini, and Sri Estu Winahyu. "Development of Digital Plane Shape Houses Media for Class IV Elementary Schools." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.032.

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Maimunah, Tutut, Nanik Yuliati, and Senny Weyara Dienda Saputri. "The Analysis of Emotional Development in Autistic Children Age 4-5 Years." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.046.

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Rahminawati, Nan, Arif Hakim, Ayi Sobarna, and M. Masnipal. "Teaching Competency Development for Early Childhood Education." In 2nd Social and Humaniora Research Symposium (SoRes 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200225.063.

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Reports on the topic "Early childhood development and education"

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Näslund-Hadley, Emma, Michelle Koussa, and Juan Manuel Hernández. Skills for Life: Stress and Brain Development in Early Childhood. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003205.

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Learning to cope with disappointments and overcoming obstacles is part of growing up. By conquering some challenges, children develop resilience. Such normal stressors may include initiating a new activity or separation from parents during preschool hours. However, when the challenges in early childhood are intensified by important stressors happening outside their own lives, they may start to worry about the safety of themselves and their families. This may cause chronic stress, which interferes with their emotional, cognitive, and social development. In developing country contexts, it is especially hard to capture promptly the effects of stressors related to the COVID-19 pandemic on childrens cognitive and socioemotional development. In this note, we draw on the literature on the effect of stress on brain development and examine data from a recent survey of households with young children carried out in four Latin American countries to offer suggestions for policy responses. We suggest that early childhood and education systems play a decisive role in assessing and addressing childrens mental health needs. In the absence of forceful policy responses on multiple fronts, the mental health outcomes may become lasting.

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2

Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, September 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.

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Elango, Sneha, Jorge Luis García, James Heckman, and Andrés Hojman. Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, November 2015. http://dx.doi.org/10.3386/w21766.

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García, Jorge Luis, and James Heckman. Early Childhood Education and Life-cycle Health. Cambridge, MA: National Bureau of Economic Research, March 2020. http://dx.doi.org/10.3386/w26880.

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Carson, Jessica. Working Families’ Access to Early Childhood Education. University of New Hampshire Libraries, 2018. http://dx.doi.org/10.34051/p/2020.335.

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Tupper, Gail. Assessment: Authentic Strategies for Early Childhood Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6449.

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7

Tofaris, Elizabeth, and Asadul Islam. Improving Early Childhood Education in Rural Bangladesh. REAL Centre, University of Cambridge and The Impact Initiative, August 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii351.

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García, Jorge Luis, Frederik Bennhoff, Duncan Ermini Leaf, and James Heckman. The Dynastic Benefits of Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, July 2021. http://dx.doi.org/10.3386/w29004.

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Bassok, Daphna, Thomas Dee, and Scott Latham. The Effects of Accountability Incentives in Early Childhood Education. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23859.

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10

Kearney, Melissa, and Phillip Levine. Early Childhood Education by MOOC: Lessons from Sesame Street. Cambridge, MA: National Bureau of Economic Research, June 2015. http://dx.doi.org/10.3386/w21229.

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