 The foundations of human development are laid during the child’s early years. Learning begins at birth and continues throughout life.
Our goal, at UNESCO’s early childhood programme, is to assist Member States to expand access, improve quality and ensure equity at the earliest stages of a child’s learning path.
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New EFA report says early childhood care and education remains neglected |
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 Half the world’s countries have no early childhood care and education (ECCE) policy for children under age three, according to the latest edition of the annual Education for All (EFA) Global Monitoring Report. Despite well-documented benefits for child development and well-being, the 2007 Report finds that very few countries, especially in the developing world, have national policies for early childhood that integrate care, health and nutrition with education. While pre-school is universal in most Western European countries, much needs to be done to increase pre-primary school enrolment rates in developing countries, including in East Asia and the Pacific, and in South and West Asia. The report notes that participation in pre-school ranges from 62% in Latin America and the Caribbean, as against only 35% in the developing countries of East Asia and the Pacific, 32% in South and West Asia, to 16% in the Arab States and 12% in Sub-Saharan Africa.
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Following the previous activity (Developing Capacity of Service Providers), three teacher guides were developed. The guides are on child development, pre-primary school programmes, and games & toys. Three guides are based on ECCE concepts UNESCO promotes. Most of care givers at pre primary school are adolescents or young teachers. All guides are designed reader friendly for easy understanding of the basic concepts. All guides will be published and launched in early 2006 and distributed ECCE implementers and stakeholders through the national network.
The objective of this activity was to develop the capacity of service providers who are directly involved in pre-school program (teachers and supervisors) in different NGO's on quality early childhood care and education. After the training, the trainees would be able to Explain the process of child development, Identify the ways of how children learn, Recognize play as main way of children's learning, Explain developmentally appropriate pre-school program, Arrange child-friendly environment in pre-school centers, Play and do different activities with children, Manage children maintaining positive ways of disciplining children, Identify the importance of story telling and Adapt different ways of story telling including the traditional way. 80 service providers and teacher trainers were trained in 4 batches in 2005.