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{{Short description|The teaching of children from birth to age eight}}{{redirect|Nursery nurse|the related UK qualification|City and Guilds}}{{Use dmy dates|date=June 2021}}{{Childcare}}{{Educational research}}File:Education test written by four year old child.jpg|thumb|A test written by a four-year-old child in 1972, in the former Soviet UnionSoviet Union(File:FROEBEL TOYS.png|thumb|"Gift" developed by Friedrich Froebel)(File:Geography in Montessori Early Childhood at QAIS.jpg|thumb|MaGeography in Montessori Early Childhood at QAIS)Early childhood education (ECE), also known as nursery education, is a branch of education theory that relates to the teaching of children (formally and informally) from birth up to the age of eight.WEB, National Association for the Education of Young Children,weblink About Us, 12 July 2018, 6 April 2019,weblink live, Traditionally, this is up to the equivalent of third grade.NEWS,weblink Best Accredited Online Early Childhood Education Degrees of 2018, Teacher Certification Degrees, 29 October 2018, en-US, 8 January 2019,weblink live, ECE is described as an important period in child development.ECE emerged as a field of study during the Enlightenment, particularly in European countries with high literacy rates.JOURNAL, Eddy, Matthew Daniel, The Child Writer: Graphic Literacy and the Scottish Educational System, 1700–1820, History of Education, 2016, 46, 6, 695–718, 10.1080/0046760X.2016.1197971, 151785513,weblink 27 May 2020, 23 July 2018,weblink" title="web.archive.org/web/20180723135657weblink">weblink live, It continued to grow through the nineteenth century as universal primary education became a norm in the Western world. In recent years, early childhood educationWEB, Early childhood education - Asha Maa Foundation,weblink 19 July 2021, 19 July 2021, 19 July 2021,weblink live, has become a prevalent public policy issue, as funding for preschool and pre-K is debated by municipal, state, and federal lawmakers.WEB,weblink Early Learning from Birth through Third Grade, National Governor's Association, 16 December 2014, 20 December 2014,weblink" title="web.archive.org/web/20141220214509weblink">weblink live, WEB,weblink Why Cities Are Making Preschool Education Available to All Children, 6 February 2015, dead,weblink" title="web.archive.org/web/20150207051129weblink">weblink 7 February 2015, dmy-all, WEB,weblink Pre-K Funding from State and Federal Sources, 25 April 2014, 6 February 2015, 11 March 2015,weblink" title="web.archive.org/web/20150311204102weblink">weblink live, Governing entities are also debating the central focus of early childhood education with debate on developmental appropriate play versus strong academic preparation curriculum in reading, writing, and math.WEB, Ofsted, November 30, 2017, Bold Beginnings,weblink live, July 15, 2021, gov.uk, 28 July 2021,weblink The global priority placed on early childhood education is underscored with targets of the United Nations Sustainable Development Goal 4. {{As of|2023}}, however, "only around 4 in 10 children aged 3 and 4 attend early childhood education" around the world.WEB,weblink Early childhood education, UNICEF, June 2023, Furthermore, levels of participation vary widely by region with, "around 2 in 3 children in Latin American and the Caribbean attending ECE compared to just under half of children in South Asia and only 1 in 4 in sub-Saharan Africa".ECE is also a professional designation earned through a post-secondary education program. For example, in Ontario, Canada, the designations ECE (Early Childhood Educator) and RECE (Registered Early Childhood Educator) may only be used by registered members of the College of Early Childhood Educators, which is made up of accredited child care professionals who are held accountable to the College's standards of practice.WEB,weblink College of Early Childhood Educators, College of Early Childhood Educators, 5 November 2017, 8 May 2019,weblink" title="web.archive.org/web/20190508174641weblink">weblink live, Research shows that early-childhood education has substantial positive short- and long-term effects on the children who attend such education, and that the costs are dwarfed by societal gains of the education programs.JOURNAL, García, Jorge Luis, Heckman, James J., Ronda, Victor, 2023, The Lasting Effects of Early-Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans and Their Children,weblink Journal of Political Economy, 131, 6, 1477–1506, en, 10.1086/722936, 37701370, 10495083, June 1, 2024, 236169447, 0022-3808, JOURNAL, García, Jorge Luis, Heckman, James J., 2023, Parenting Promotes Social Mobility Within and Across Generations, Annual Review of Economics, en, 15, 1, 349–388, 10.1146/annurev-economics-021423-031905, 38545330, 10972614, 10419/267409, 1941-1383, free, JOURNAL, De Haan, Monique, Leuven, Edwin, 2020, Head Start and the Distribution of Long-Term Education and Labor Market Outcomes,weblink Journal of Labor Economics, en, 38, 3, 727–765, 10.1086/706090, 10852/74324, 44049841, 0734-306X, free, JOURNAL, Rossin-Slater, Maya, Wüst, Miriam, 2020, What Is the Added Value of Preschool for Poor Children? Long-Term and Intergenerational Impacts and Interactions with an Infant Health Intervention,weblink American Economic Journal: Applied Economics, en, 12, 3, 255–286, 10.1257/app.20180698, 1945-7782,

Theories of child development

{{see also|Child development}}The Developmental Interaction Approach is based on the theories of Jean Piaget, Erik Erikson, John Dewey, and Lucy Sprague Mitchell. The approach focuses on learning through discovery.JOURNAL, Shapiro, E., Nager, N., 1999, The Developmental-Interaction Approach to Education: Retrospect and Prospect, Occasional Paper Series, 1999, 1, Bank Street College of Education,weblink 10.58295/2375-3668.1250, 158239485, 14 November 2018, 14 February 2020,weblink live, WEB,weblink Bank Street Developmental Interaction Approach, State of New Jersey Department of Education, dead,weblink" title="web.archive.org/web/20111118104725weblink">weblink 18 November 2011, BOOK, Casper, V, Theilheimer, R, 2009, Introduction to early childhood education: Learning together, New York, McGraw-Hill, Jean Jacques Rousseau recommended that teachers should exploit individual children's interests to make sure each child obtains the information most essential to his personal and individual development.McDowall Clark, R (2013). Childhood in Society . London: Learning Matters. The five developmental domains of childhood development include:BOOK, Jonathan Doherty, Malcolm Hughes, Child Development: Theory and Practice 0–11, {{google books, yes, u02NPQAACAAJ, |year=2009|publisher=Addison-Wesley, Incorporated|isbn=978-1-4058-2127-8}} To meet those developmental domains, a child has a set of needs that must be met for learning. Maslow's hierarchy of needs showcases the different levels of needs that must be met the chart to the right showcases these needs.JOURNAL, Jones, Denisha, 8 March 2019, APPLYING MASLOW TO SCHOOLS: A NEW APPROACH TO SCHOOL EQUITY,weblink Defending the Early Years, 25 February 2019, 26 February 2019,weblink live,

• Physical: the way in which a child develops biological and physical functions, including eyesight and motor skills
• Social: the way in which a child interacts with othersBOOK, Jeffrey Trawick-Smith, Early Childhood Development: A Multicultural Perspective, {{google books, yes, LJR1ngEACAAJ, 8, |year=2014|publisher=Pearson Education, Limited |page=3|isbn=978-0-13-335277-1}} Children develop an understanding of their responsibilities and rights as members of families and communities, as well as an ability to relate to and work with others.WEB,weblinkweblink dead, 3 September 2013, [ARCHIVED CONTENT] Spiritual, moral, social and cultural development – Schools, nationalarchives.gov.uk,
• (File:Maslow's Hierarchy of Needs Pyramid.png|thumb|218x218px|Maslow's Hierarchy of Needs)Emotional: the way in which a child creates emotional connections and develops self-confidence. Emotional connections develop when children relate to other people and share feelings.
• Language: the way in which a child communicates, including how they present their feelings and emotions, both to other people and to themselves. At 3 months, children employ different cries for different needs. At 6 months they can recognize and imitate the basic sounds of spoken language. In the first 3 years, children need to be exposed to communication with others in order to pick up language. "Normal" language development is measured by the rate of vocabulary acquisition.NIH (2011) Speech and language development milestones {{Webarchive|url=https://web.archive.org/web/20160128072516weblink |date=28 January 2016 }}, USA: NIDCD: (accessed 15 April 2014).
• Cognitive skills: the way in which a child organizes information. Cognitive skills include problem solving, creativity, imagination and memory.BOOK, Sally Neaum, Child Development for Early Years Students and Practitioners, {{google books, yes, fCnZNAEACAAJ, |date=17 May 2013|publisher=SAGE Publications|isbn=978-1-4462-6753-0}} They embody the way in which children make sense of the world. Piaget believed that children exhibit prominent differences in their thought patterns as they move through the stages of cognitive development: sensorimotor period, the pre-operational period, and the operational period.Doherty, J. and Hughes, M. (2009). Child development: theory and practice 0–11. Harlow: Longman.

Froebel's play theory

Friedrich Froebel was a German Educator that believed in the idea of children learning through play.WEB, Friedrich Froebel {{!, German educator {{!}} Britannica |url=https://www.britannica.com/biography/Friedrich-Froebel |access-date=2022-12-09 |website=www.britannica.com |language=en}} Specifically, he said, "play is the highest expression of human development in childhood, for it alone is the free expression of what is in the child's soul." Froebel believed that teachers should act as a facilitators and supporters for the students's play, rather than an authoritative, disciplinary figure. He created educational open-ended toys that he called "gifts" and "occupations" that were designed to encourage self expression and initiation.WEB, Merrick, Beatrice, 2021-12-10, Friedrich Froebel,weblink 2022-12-09, Early Education, en-GB,

Maria Montessori's theory

Maria Montessori was an Italian physician that, based on her observations of young children in classrooms, developed a method of education that focused on independence. In Montessori education, a typical classroom is made up of students of different ages and curriculum is based on the students' developmental stage, which Montessori called the four planes of development.JOURNAL, Ruhl, Charlotte, Montessori Method of Education {{!, Simply Psychology |date=3 August 2023 |url=https://www.simplypsychology.org/montessori-method-of-education.html |language=en}}Montessori's Four Planes of Development:

• The first plane (birth to age 6): During this stage, children soak up information about the world around them quickly, which is why Montessori refers to it as the "absorbent mind". Physical independence, such as completing tasks independently, is a main focus of the child at this time and children's individual personalities begin to form and develop.WEB,weblink Four Planes of Development in a Montessori School - Silverline Montessori, 15 June 2018,
• The second plane (Ages 6–12): During this stage, children also focus on independence, but intellectual rather than physical. Montessori classrooms use what is called "cosmic education" during this stage, which emphasizes children building on their understanding of the world, their place in it, and how everything is interdependent.WEB, Juju, 2017-04-12, Montessori and Cosmic Education,weblink 2022-12-09, Montessori Academy, en-US, Children in this plane also begin to develop abstract and moral thinking.
• The third plane (Ages 12–18): During this stage, adolescents shift to focus on emotional independence and on the self. Moral values, critical thinking, and self-identity are explored and strengthened.WEB, Montessori, Mansio, 2021-04-01, Montessori Stages of Development: The 4 Planes,weblink 2022-12-09, Mansio Montessori, en-US,
• The fourth plane (Ages 18–24): During this last stage, focus shifts to financial independence. Young adults in this plane begin to solidify their personal beliefs, identity, and role in the world.

Vygotsky's socio-cultural learning theory

Russian psychologist Lev Vygotsky proposed a "socio-cultural learning theory" that emphasized the impact of social and cultural experiences on individual thinking and the development of mental processes.BOOK, Vygotsky, Lev S., Cole, Michael, John-Steiner, Vera, Scribner, Sylvia, Souberman, Ellen, Mind in Society: the Development of Higher Psychological Processes,weblink registration, 1978, Harvard University Press, 9780674576292, Vygotsky's theory emerged in the 1930s and is still discussed today as a means of improving and reforming educational practices.In Vygotsky's theories of learning, he also postulated the theory of the zone of proximal development. This theory ties in with children building off prior knowledge and gaining new knowledge related to skills they already have. In the theory it describes how new knowledge or skills are taken in if they are not fully learned but are starting to emerge. A teacher or older friend lends support to a child learning a skill, be it building a block castle, tying a shoe, or writing one's name. As the child becomes more capable of the steps of the activity, the adult or older child withdraws supports gradually, until the child is competent completing the process on his/her own. This is done within that activity's zone—the distance between where the child is, and where he potentially will be.WEB,weblink Zone of Proximal Development – an overview {{!, ScienceDirect Topics|website=sciencedirect.com|access-date=24 February 2020|archive-date=24 February 2020|archive-url=https://web.archive.org/web/20200224182431weblink|url-status=live}} In each zone of proximal development, they build on skills and grow by learning more skills in their proximal development range. They build on the skills by being guided by teachers and parents. They must build from where they are in their zone of proximal development.JOURNAL, Mohammad, Khatib, December 2010, Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development,weblink English Language Teaching, 12, 25 February 2019, 11 April 2019,weblink live, Vygotsky argued that since cognition occurs within a social context, our social experiences shape our ways of thinking about and interpreting the world.{{sfn|Jaramillo|1996}} People such as parents, grandparents, and teachers play the roles of what Vygotsky described as knowledgeable and competent adults. Although Vygotsky predated social constructivists, he is commonly classified as one. Social constructivists believe that an individual's cognitive system is a resditional learning time. Vygotsky advocated that teachers facilitate rather than direct student learning.JOURNAL, Jaramillo, J, Vygotsky's Sociocultural Theory and Contributions to the Development of Constructivist Curricula, Education, 1996, 117, 1, 133–140, Teachers should provide a learning environment where students can explore and develop their learning without direct instruction. His approach calls for teachers to incorporate students' needs and interests. It is important to do this because students' levels of interest and abilities will vary and there needs to be differentiation.However, teachers can enhance understandings and learning for students. Vygotsky states that by sharing meanings that are relevant to the children's environment, adults promote cognitive development as well. Their teachings can influence thought processes and perspectives of students when they are in new and similar environments. Since Vygotsky promotes more facilitation in children's learning, he suggests that knowledgeable people (and adults in particular), can also enhance knowledges through cooperative meaning-making with students in their learning, this can be done through the zone of proximal development by guiding children's learning or thinking skills .McDevitt, T.M. & Ormrod, J.E. (2016). Cognitive Development: Piaget and Vygotsky. In Child Development and Education. (pp. 196–235). Pearson.

Piaget's constructivist theory

Jean Piaget's constructivist theory gained influence in the 1970s and '80s. Although Piaget himself was primarily interested in a descriptive psychology of cognitive development, he also laid the groundwork for a constructivist theory of learning.JOURNAL, Smith, L, Making Educational Sense of Piaget's Psychology, Oxford Review of Education, 1985, 11, 2, 181–191, 10.1080/0305498850110205, Piaget believed that learning comes from within: children construct their own knowledge of the world through experience and subsequent reflection. He said that "if logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." Within Piaget's framework, teachers should guide children in acquiring their own knowledge rather than simply transferring knowledge.JOURNAL, Jean Piaget: Champion of children's ideas, Scholastic Early Childhood Today, 2001, 15, 5, 43, According to Piaget's theory, when young children encounter new information, they attempt to accommodate and assimilate it into their existing understanding of the world. Accommodation involves adapting mental (:wikt:schema|schemas) and representations to make them consistent with reality. Assimilation involves fitting new information into their pre-existing schemas. Through these two processes, young children learn by equilibrating their mental representations with reality. They also learn from mistakes.JOURNAL, Piaget, J, Development and Learning, Readings on the Development of Children, 1997, 7–20, A Piagetian approach emphasizes experiential education; in school, experiences become more hands-on and concrete as students explore through trial and error.JOURNAL, Jean Piaget: Champion of Children's Ideas, Scholastic Early Childhood Today, 2001, 15, 5, 43, Thus, crucial components of early childhood education include exploration, manipulating objects, and experiencing new environments. Subsequent reflection on these experiences is equally important.WEB,weblink Constructivism as a Paradigm for Teaching and Learning., 2004, Thirteen, Ed Online, Educational Broadcasting Corporation, 9 February 2015, 5 November 2019,weblink live, Piaget's concept of reflective abstraction was particularly influential in mathematical education.JOURNAL, Kato, Kamii, Ozaki, Nagahiro, Young Children's Representations of Groups of Objects: The Relationship Between Abstraction and Representation, Journal for Research and Mathematics Education, 2002, 33, 1, 30–45, 10.2307/749868, 749868, Through reflective abstraction, children construct more advanced cognitive structures out of the simpler ones they already possess. This allows children to develop mathematical constructs that cannot be learned through equilibration – making sense of experiences through assimilation and accommodation – alone.JOURNAL, Simon, Tzur, Heinz, Kinzel, Explicating a mechanism for conceptual learning' elaborating the construct of reflective abstraction, Journal for Research and Mathematics Education, 2004, 35, 5, 305–329, 10.2307/30034818, 30034818, According to Piagetian theory, language and symbolic representation is preceded by the development of corresponding mental representations. Research shows that the level of reflective abstraction achieved by young children was found to limit the degree to which they could represent physical quantities with written numerals. Piaget held that children can invent their own procedures for the four arithmetical operations, without being taught any conventional rules.JOURNAL, Kamii, Ewing, Basing teaching on Piaget's constructivism, Childhood Education, 1996, 72, 5, 260, 10.1080/00094056.1996.10521862, Piaget's theory implies that computers can be a great educational tool for young children when used to support the design and construction of their projects. McCarrick and Xiaoming found that computer play is consistent with this theory.JOURNAL, McCarrick, Xiaoming, Buried treasure: the impact of computer use on young children's social, cognitive, language development and motivation, AACE Journal, 2007, 15, 1, 73–95, However, Plowman and Stephen found that the effectiveness of computers is limited in the preschool environment; their results indicate that computers are only effective when directed by the teacher.JOURNAL, Plowman, Stephen, A 'beginning addition'? Research on ICT and preschool children, Journal of Computer Assisted Learning, 2003, 19, 2, 149–164, 10.1046/j.0266-4909.2003.00016.x, 1893/459, free, This suggests, according to the constructivist theory, that the role of preschool teachers is critical in successfully adopting computers as they existed in 2003.JOURNAL, Towns, Computer education and computer use by preschool educators, 2010, {{ProQuest, 365702854, }}

Kolb's experiential learning theory

David Kolb's experiential learning theory, which was influenced by John Dewey, Kurt Lewin and Jean Piaget, argues that children need to experience things to learn: "The process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience." The experimental learning theory is distinctive in that children are seen and taught as individuals. As a child explores and observes, teachers ask the child probing questions. The child can then adapt prior knowledge to learning new information.Kolb breaks down this learning cycle into four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Children observe new situations, think about the situation, make meaning of the situation, then test that meaning in the world around them.WEB,weblink David Kolb, 6 February 2015, 10 February 2015,weblink" title="web.archive.org/web/20150210043317weblink">weblink live,

Practical implications of early childhood education

In recent decades, studies have shown that early childhood education is critical in preparing children to enter and succeed in the (grade school) classroom, diminishing their risk of social-emotional mental health problems and increasing their self-sufficiency later in their lives.Connecticut Office of Early Childhood Planning, 2013 In other words, the child needs to be taught to rationalize everything and to be open to interpretations and critical thinking. There is no subject to be considered taboo, starting with the most basic knowledge of the world that they live in, and ending with deeper areas, such as morality, religion and science. Visual stimulus and response time as early as 3 months can be an indicator of verbal and performance IQ at age 4 years.Dougherty and Haith of the University of Denver, "Infant Expectations and Reaction Time as Predictors of Childhood Speed of Processing and IQ", published in volume 33 (1997) of the journal Developmental Psychology. When parents value ECE and its importance their children generally have a higher rate of attendance. This allows children the opportunity to build and nurture trusting relationships with educators and social relationships with peers.WEB, Teacher and Student Relationships: The Power of Trust,weblink 2023-01-23, Massachusetts Advocates for Children, 23 November 2020, en-US, By providing education in a child's most formative years, ECE also has the capacity to pre-emptively begin closing the educational achievement gap between low and high-income students before formal schooling begins.Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity: Summary report (Vol. 2). US Department of Health, Education, and Welfare, Office of Education. Children of low socioeconomic status (SES) often begin school already behind their higher SES peers; on average, by the time they are three, children with high SES have three times the number of words in their vocabularies as children with low SES.Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. If a parent values the benefits of ECE, then they are more likely to have higher attendance, which aids children in forming meaningful relationships with their educators and peers.Paul H Brookes Publishing. A study was conducted by the Aga Khan Development Network's Madrasa Early Childhood Programme on the impact that early childhood education had on students' performance in grade school. Looking specifically at students who attended the Madrasa Early Childhood schools (virtually all of whom came from economically disadvantaged backgrounds), the study found that they had consistently ranked in the top 20% in grade 1 classes. The study also concluded that any formal early childhood education contributed to higher levels of cognitive development in language, mathematics, and non-verbal reasoning skills.Bartlett, Kathy, Judy Evans, and Shafique N. Virani. The Madrasa Early Childhood Programme: 25 Years of Experience. Geneva: Aga Khan Foundation and Rockhopper TV, 2008weblink {{Webarchive|url=https://web.archive.org/web/20210814083154weblink |date=14 August 2021 }}Especially since the first wave of results from the Perry Preschool Project were published, there has been widespread consensus that the quality of early childhood education programs correlate with gains in low-income children's IQs and test scores, decreased grade retention, and lower special education rates.WEB, State Special Education Rates Vary Widely,weblink 2023-01-23, pew.org, 24 January 2012, en, Several studies have reported that children enrolled in ECE increase their IQ scores by 4–11 points by age five, while a Milwaukee study reported a 25-point gain.Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The future of children, 25–50. In addition, students who had been enrolled in the Abecedarian Project, an often-cited ECE study, scored significantly higher on reading and math tests by age fifteen than comparable students who had not participated in early childhood programs.Campbell, F. A., Ramey, C. T., Pungello, E., Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6(1), 42–57. In addition, 36% of students in the Abecedarian Preschool Study treatment group would later enroll in four-year colleges compared to 14% of those in the control group.In 2017, researchers reported that children who participate in ECE graduate high school at significantly greater rates than those who do not. Additionally, those who participate in ECE require special education and must repeat a grade at significantly lower rates than their peers who did not receive ECE.JOURNAL, McCoy, Dana Charles, Yoshikawa, Hirokazu, Ziol-Guest, Kathleen M., Duncan, Greg J., Schindler, Holly S., Magnuson, Katherine, Yang, Rui, Koepp, Andrew, Shonkoff, Jack P., Impacts of Early Childhood Education on Medium- and Long-term Educational Outcomes, Educational Researcher, 2017, 46, 8, 474–497, 10.3102/0013189X17737739, 30147124, 6107077, The NIH asserts that ECE leads to higher test scores for students from preschool through age 21, improved grades in math and reading, and stronger odds that students will keep going to school and attend college.WEB, Why Is Early Learning Important?,weblink National Institutes of Health: Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, 18 December 2019, 18 December 2019,weblink live, Nathaniel Hendren and Ben Sprung-Keyser, two Harvard economists, found high Marginal Values of Public Funds (MVPFs) for investments in programs supporting the health and early education of children, particularly those that reach children from low-income families. The average MVPF for these types of initiatives is over 5, while the MVPFs for programs for adults generally range from 0.5 to 2.JOURNAL, Hendren, Nathaniel, Sprung-Keyser, Ben, A Unified Welfare Analysis of Government Policies, Working Paper, 2019,weblink 18 December 2019, 18 December 2019,weblink live, Beyond benefitting societal good, ECE also significantly impacts the socioeconomic outcomes of individuals. For example, by age 26, students who had been enrolled in Chicago Child-Parent Centers were less likely to be arrested, abuse drugs, and receive food stamps; they were more likely to have high school diplomas, health insurance and full-time employment.Heckman, 2013 Studies also show that ECE heightens social engagement, bolsters lifelong health, reduces the incidence of teen pregnancy, supports mental health, decreases the risk of heart disease, and lengthens lifespans.BOOK, Sneha Elango, Jorge Luis García, James J. Heckman, Andrés Hojman, Moffitt, Robert A., Economics of Means-Tested Programs in the United States, 2016, University of Chicago Press, Chicago, 235–297, Volume 2, Early Childhood Education,weblink 18 December 2019, 18 December 2019,weblink live, and WEB, Why Is Early Learning Important?,weblink National Institutes of Health: Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, 18 December 2019, 18 December 2019,weblink live, The World Bank's 2019 World Development Report on The Changing Nature of WorkWEB,weblink World Bank World Development Report 2019: The Changing Nature of Work., 11 October 2018, 6 September 2019,weblink" title="web.archive.org/web/20190906212558weblink">weblink live, identifies early childhood development programs as one of the most effective ways governments can equip children with the skills they will need to succeed in future labor markets.According to a 2020 study in the Journal of Political Economy by Clemson University economist Jorge Luis García, Nobel laureate James J. Heckman and University of Southern California economists Duncan Ermini Leaf and María José Prados, every dollar spent on a high-quality early-childhood programs led to a return of $7.3 over the long-term.JOURNAL, García, Jorge Luis, Heckman, James J., Leaf, Duncan Ermini, Prados, María José, 2 August 2019, Quantifying the Life-Cycle Benefits of an Influential Early-Childhood Program, Journal of Political Economy, 128, 7, 2502–2541, 10.1086/705718, 32616965, 0022-3808, 7331936,

The Perry Preschool Project

The Perry Preschool Project, which was conducted in the 1960s in Ypsilanti, Michigan, is the oldest social experiment in the field of early childhood education and has heavily influenced policy in the United States and across the globe.WEB,weblink The economics of early childhood investments, Council of Economic Advisers, 2015, 16 June 2019, 16 November 2019,weblink live, The experiment enrolled 128 three- and four-year-old African-American children with cognitive disadvantage from low-income families, who were then randomly assigned to treatment and control groups. The intervention for children in the treatment group included active learning preschool sessions on weekdays for 2.5 hours per day. The intervention also included weekly visits by the teachers to the homes of the children for about 1.5 hours per visit to improve parent-child interactions at home.BOOK, Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., Nores, M., 2005, Lifetime effects: The High/Scope Perry Preschool Study through age 40 (Monographs of the High/Scope Educational Research Foundation), 14, Ypsilanti, MI, High Scope Educational Research Foundation, Initial evaluations of the Perry intervention showed that the preschool program failed to significantly boost an IQ measure. However, later evaluations that followed up the participants for more than fifty years have demonstrated the long-term economic benefits of the program, even after accounting for the small sample size of the experiment, flaws in its randomization procedure, and sample attrition.Anderson, Michael L. "Multiple inference and gender differences in the effects of early intervention: A reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects." Journal of the American statistical Association 103.484 (2008): 1481–1495.BOOK, Heckman, James J., Karapakula, Ganesh, The Perry Preschoolers at Late Midlife: A Study in Design-Specific Inference, Working Paper Series, 2019, 10.3386/w25888, 157060214,weblink National Bureau of Economic Research, 16 June 2019, 9 November 2019,weblink live, There is substantial evidence of large treatment effects on the criminal convictions of male participants, especially for violent crime, and their earnings in middle adulthood. Research points to improvements in non-cognitive skills, executive functioning, childhood home environment, and parental attachment as potential sources of the observed long-term impacts of the program. The intervention's many benefits also include improvements in late-midlife health for both male and female participants. Perry promoted educational attainment through two avenues: total years of education attained and rates of progression to a given level of education. This pattern is particularly evident for females. Treated females received less special education, progressed more quickly through grades, earned higher GPAs, and attained higher levels of education than their control group counterparts.Heckman, James J., et al. "The rate of return to the HighScope Perry Preschool Program." Journal of public Economics 94.1–2 (2010): 114–128.Research also demonstrates spillover effects of the Perry program on the children and siblings of the original participants. A study concludes, "The children of treated participants have fewer school suspensions, higher levels of education and employment, and lower levels of participation in crime, compared with the children of untreated participants. Impacts are especially pronounced for the children of male participants. These treatment effects are associated with improved childhood home environments."BOOK, Heckman, James J., Karapakula, Ganesh, Intergenerational and Intragenerational Externalities of the Perry Preschool Project, 2019, 10.3386/w25889, 195520781,weblink National Bureau of Economic Research, Working Paper Series, 16 June 2019, 9 November 2019,weblink live, free, The study also documents beneficial impacts on the male siblings of the original participants. Evidence from the Perry Preschool Project is noteworthy because it advocates for public spending on early childhood programs as an economic investment in a society's future, rather than in the interest of social justice.WEB,weblink Waldfogel, Joel, Teach Your Children Well: The economic case for preschool based on working paper: James J. Heckman, Dimitriy V. Masterov. "The Productivity Argument for Investing in Young Children. NBER Working Paper No. 13016, Issued in April 2007, Slate Online, 25 May 2007, 30 May 2007, 5 August 2011,weblink" title="web.archive.org/web/20110805224458weblink">weblink live,

International agreements

The Universal Declaration of Human Rights (1948), the International Covenant on Economic, Social, and Cultural Rights (1976), and the Convention on the Rights of the Child (1989) have all addressed childhood education. Article 28 of the Convention on the Rights of the Child states that "States Parties recognized the right of the child to education, and with a view to achieving this right progression and on the basis of equal opportunity, they shall, in particular:

1. Make primary education compulsory and available free to all;
2. Encourage the development of different forms of secondary education, including general and vocational education, and take appropriate measures such as the introduction of free education and offering financial assistance in case of need;
3. Make higher education accessible to all on the basis of capacity by every appropriate means;
4. Make educational and vocational information and guidance available and accessible to all children;
5. Take measures to encourage regular attendance at schools and the reduction of drop-out rates."WEB, 20 November 1989, Convention on the Rights of the Child,weblink United Nations,

The first World Conference on Early Childhood Care and Education took place in Moscow from 27 to 29 September 2010, jointly organized by UNESCO and the city of Moscow. The overarching goals of the conference are to:{{Blockquote|

• Reaffirm ECCE as a right of all children and as the basis for development
• Take stock of the progress of Member States towards achieving the EFA Goal 1
• Identify binding constraints toward making the intended equitable expansion of access to quality ECCE services
• Establish, more concretely, benchmarks and targets for the EFA Goal 1 toward 2015 and beyond
• Identify key enablers that should facilitate Member States to reach the established targets
• Promote global exchange of good practicesWEB,weblink World Conference on Early Childhood Care and Education, Moscow (Russia), 27–29 September 2010, 26 August 2010, 28 May 2019,weblink" title="web.archive.org/web/20190528075416weblink">weblink live,

}}Under Goal 4 of the Sustainable Development Goals, which the UN General Assembly unanimously approved in 2015, countries committed to "ensure inclusive and equitable quality education' including early childhood."WEB,weblink Two targets related to goal 4 are "by 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education." The 'Framework for Action' adopted by UNESCO member states later in 2015 outlines how to translate this last target into practice, and encourages states to provide "at least one year of free and compulsory pre-primary education of good quality."WEB,weblink The Sustainable Development Goals, however, are not binding international law.It has been argued that "International law provides no effective protection of the right to pre-primary education."BOOK, Beiter, Klaus Dieter, The protection of the right to education by international law : including a systematic analysis of Article 13 of the International Covenant on Economic, Social, and Cultural Rights, 2006, Martinus Nijhoff Publishers, Leiden, 978-90-04-14704-1, Just two global treaties explicitly reference education prior to primary school. The Convention on the Elimination of All Forms of Discrimination against Women requires states to ensure equality for girls "in pre-school."WEB,weblink And in the Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families, states agree that access to "public pre-school educational institutions" shall not be denied due to the parents' or child's "irregular situation with respect to stay."WEB, International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families,weblink OHCHR, en, Less explicitly, the Convention on the Rights of Persons with Disabilities requires that "States Parties shall ensure an inclusive education system at all levels."WEB,weblink Convention on the Rights of Persons with Disabilities – Articles | United Nations Enable, www.un.org, In 2022, Human Rights Watch adopted a policy calling on states to make at least one year of free and compulsory, inclusive, quality pre-primary education available and accessible for all children.JOURNAL, Sheppard, Bede, It's Time to Expand the Right to Education, Nordic Journal of Human Rights, 30 May 2022, 40, 96–117, 10.1080/18918131.2022.2071401, 249211797, In doing so they advocated making one year of pre-primary education to be included as part of the minimum core of the right to education. They further called on all states to adopt a detailed plan of action for the progressive implementation of further years of pre-primary education, within a reasonable number of years to be fixed in the plan.According to UNESCO, a preschool curriculum is one that delivers educational content through daily activities and furthers a child's physical, cognitive, and social development. Generally, preschool curricula are only recognized by governments if they are based on academic research and reviewed by peers.WEB,weblink UNESCO: Preschool Curricula, UNESCO, 27 February 2010, dead,weblink" title="web.archive.org/web/20100705090929weblink">weblink 5 July 2010, Preschool for Child Rights have pioneered into preschool curricular areas and is contributing into child rights through their preschool curriculum.WEB,weblink Preschool for Child Rights, 1 December 2013, 5 December 2013,weblink" title="web.archive.org/web/20131205121223weblink">weblink live, (File:Percentage of children aged 36 to 59 months who are developmentally on track, 2009–2017.svg|thumb|Percentage of children aged 36 to 59 months who are developmentally on track, 2009–2017)

Curricula in early childhood care and education

Curricula in early childhood care and education (ECCE) is the driving force behind any ECCE programme. It is 'an integral part of the engine that, together with the energy and motivation of staff, provides the momentum that makes programmes live'.Epstein, A, Larner, M and Halpern, R. 1995. A Guide to Developing Community-Based Family Support Programs. Ypsilanti, Michigan, High/Scope Press. It follows therefore that the quality of a programme is greatly influenced by the quality of its curriculum. In early childhood, these may be programs for children or parents, including health and nutrition interventions and prenatal programs, as well as center-based programs for children.BOOK,weblink Investing against Evidence: The Global State of Early Childhood Care and Education, Marope, P.T.M., Kaga, Y., Paris, UNESCO, 2015, 978-92-3-100113-0, 243–265, 23 March 2017, 24 October 2018,weblink" title="web.archive.org/web/20181024042849weblink">weblink live,

Barriers and challenges

Children's learning potential and outcomes are negatively affected by exposure to violence, abuse and child labour. Thus, protecting young children from violence and exploitation is part of broad educational concerns. Due to difficulties and sensitivities around the issue of measuring and monitoring child protection violations and gaps in defining, collecting and analysing appropriate indicators,UNICEF. 2013. State of the World's Children. Children with Disabilities. New York, UNICEF. data coverage in this area is scant. However, proxy indicators can be used to assess the situation. For example, ratification of relevant international conventions indicates countries' commitment to child protection. By April 2014, 194 countries had ratified the CRC3; and 179 had ratified the 1999 International Labour Organization's Convention (No. 182) concerning the elimination of the worst forms of child labour. However, many of these ratifications are yet to be given full effect through actual implementation of concrete measures. Globally, 150 million children aged 5–14 are estimated to be engaged in child labour. In conflict-affected poor countries, children are twice as likely to die before their fifth birthday compared to those in other poor countries.UNESCO. 2010. The World Conference on Early Childhood Care and Education: Building the Wealth of Nations – Concept Paper {{Webarchive|url=https://web.archive.org/web/20170328164628weblink |date=28 March 2017 }}. In industrialized countries, 4 per cent of children are physically abused each year and 10 per cent are neglected or psychologically abused.BOOK,weblink Investing against Evidence: The Global State of Early Childhood Care and Education, Marope, P.T.M., Kaga, Y., Paris, UNESCO, 2015, 978-92-3-100113-0, 16–17, 23 March 2017, 24 October 2018,weblink" title="web.archive.org/web/20181024042849weblink">weblink live, In both developed and developing countries, children of the poor and the disadvantaged remain the least served. This exclusion persists against the evidence that the added value of early childhood care and education services are higher for them than for their more affluent counterparts, even when such services are of modest quality. While the problem is more intractable in developing countries, the developed world still does not equitably provide quality early childhood care and education services for all its children. In many European countries, children, mostly from low-income and immigrant families, do not have access to good quality early childhood care and education.Eurydice. 2009. Tackling Social and Cultural Inequalities through Early Childhood Education and Care in Europe. Brussels, Eurydice.

Orphan education

A lack of education during the early childhood years for orphans is a worldwide concern. Orphans are at higher risk of "missing out on schooling, living in households with less food security, and suffering from anxiety and depression."JOURNAL, Jepkemboi, Grace, Jolly, Pauline, Gillyard, KaNesha, Lissanu, Lydia, September 2016, Educating Orphaned and Vulnerable Children in Elgeyo-Marakwet County, Kenya, Childhood Education, 92, 5, 391–395, 10.1080/00094056.2016.1226114, 0009-4056, 5383207, 28392577, Education during these years has the potential to improve a child's "food and nutrition, health care, social welfare, and protection." This crisis is especially prevalent in Sub-Saharan Africa which has been heavily impacted by the aids epidemic. UNICEF reports that "13.3 million children (0–17 years) worldwide have lost one or both parents to AIDS. Nearly 12 million of these children live in sub-Saharan Africa." Government policies such as the Free Basic Education Policy have worked to provide education for orphan children in this area, but the quality and inclusiveness of this policy has brought criticism.JOURNAL, Robson, Sue, Kanyanta, Sylvester Bonaventure, July 2007, Moving towards inclusive education policies and practices? Basic education for AIDS orphans and other vulnerable children in Zambia, International Journal of Inclusive Education, 11, 4, 417–430, 10.1080/13603110701391386, 1360-3116, 71364478,

Notable early childhood educators

• Fred Rogers
• Charles Eugene Beatty
• Friedrich Fröbel
• Elizabeth Harrison
• David P. Weikart
• Juan Sánchez Muliterno, President of The World Association of Early Childhood Educators
• Maria Montessori
• Erik Erikson

See also

{{Div col}}

• Baby video
• Bright from the Start
• Compensatory education
• Head Start Program
• Pretend play
• Men in early childhood education
• Montessori education
• Playwork
• Preschool Curriculum
• Primary education
• Reading
• Reggio Emilia approach
• Waldorf education

{{div col end}}

References

Citations

{{Reflist}}

Sources

• Neaum, S. (2013). Child development for early years students and practitioners. 2nd Edition. London: Sage Publications.
• NEWS, Learning Journey, Inspire Early, Inspire ELJ New Child Care Preston {{!, Montessori {{!}} Reggio Emilia|url=https://inspireminds.com.au/|access-date=27 April 2018|archive-date=27 April 2018|archive-url=https://web.archive.org/web/20180427190211weblink|url-status=live}}
• {{Free-content attribution| title = Investing against Evidence: The Global State of Early Childhood Care and Education| author = Marope, P.T.M., Kaga, Y.| publisher = UNESCO| page numbers = 9–11, 16–18, 72–73| source = UNESCO| documentURL =weblink| license statement URL =weblink| license = CC-BY-SA IGO 3.0

}}

External links

{{Library resources box |others=no}}

• National Institute for Early Education Research
• National Education Association

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