Early Childhood Education Review PDF

THE NATURE AND IMPORTANCE OF EARLY CHILDHOOD EDUCATION THE DEVELOPMENT OF EARLY CHILDHOOD EDUCATION - "Early Childhood Care & Development" (ECCD). Promotes holistic development (social, THE HISTORICAL DEVE...

THE NATURE AND IMPORTANCE OF EARLY CHILDHOOD EDUCATION THE DEVELOPMENT OF EARLY CHILDHOOD EDUCATION - "Early Childhood Care & Development" (ECCD). Promotes holistic development (social, THE HISTORICAL DEVELOPMENT OF ECE motor, health, etc.) and quality pre-primary education. Plato (428-348 BC). A leading Greek philosopher believed all children were born with a - Preparation for later education. defined amount of knowledge, and that education served to ‘remind’ them of this inherent - Essential building block strong base and foundation for life-long learners. understanding of the world, and help them use it in their everyday lives. Plato viewed play - Address ECE as "ECCE.” as a form of anticipatory socialization. If children were to become builders, he suggested, - ECCE covers the period from birth to 8 y/o (8-0). It is crucial because it leverages a time of they should play at building houses. The teacher’s role was to try to direct children’s significant brain development in children. inclinations and pleasures through play towards their final aim in life. - Quality ECCE can set the foundation for good health, nutrition, learning success, social-emotional development, and economic productivity throughout life. Quintilian (AD 35-95). He was an educator in the new Roman Empire who was an - UNESCO regards ECCE as a fundamental integral part of the education system and a advocate for play and encouraged parents to choose their children’s tutors and nurses solid foundation on which to build lifelong education, lives, and career. with great care, emphasizing learning through imitation rather than intimidation. - In PH context, the Early Childhood Care Development (ECCD) Council is the primary Martin Luther (1483-1546). He was a keen advocate of universal education and believed government agency that supports programs for 0 to 4 y/o. both boys and girls should be educated to read independently so that they could have - It follows the National Early Learning Framework (NELF), a policy document that access to the Bible, instead of relying on verbal retelling. He believed the school’s role was manages the different early learning programs of both government organizations. to educate the intellectual, religious, physical, emotional, and social aspects of children. IMPORTANCE John Amos Comenius (1592-1670). He published what many consider to be the first - Foundation for their future development. picture book, Orbis Pictus (The World Illustrated) and Didactica Magna (The Whole Art of Teaching), dedicated to the education of young children. Comenius believed all children to EFFECTS OF EARLY INTERVENTION age 6 should be taught in their native languages. He was also the first to introduce the 1. Develop brain capacity concept of “grades”, or different levels of education determined by each child’s age and 2. Socialization developmental stage. 3. Understanding with fun activity-based learning 4. Develop Self-esteem self-confidence John Locke (1632-1704). He developed the theory, known as “Tabula Rasa”, or “Blank 5. Develop the value of education and nurture good habits Slate,” that children come into the world with an empty mind, and that knowledge and 6. Develop fundamental skills in literacy numeracy learning is received through experience and converted to understanding through reasoning. Locke strongly believed in “nurture” over “nature.” This belief led him to EARLY INTERVENTION IN ECE emphasize the idea of early education and changes in parental care, such as allowing young - Programs Services, early prevention & solution. children to explore their world physically without restraint and the use of gentle forms of - Early interventions are programs that attempt to improve child's health development during discipline. He emphasized respectful, loving relationships as the best way for adults to the period from conception to six years of age with the expectation that these inspire the child to replicate their behaviors, and that learning should be fun, not a task to improvements will have long-term consequences for child development and well being. be imposed. - Services are provided to infants & toddlers from birth to - Early intervention during the first two years is critical for learning tasks. Prepared by: Arabella Navidad, II-16 Page | 1  Jean Jacques Rousseau (1712-1778). He was a French writer, philosopher, and social believed that grouping children of mixed ages in a learning environment supports their skill theorist. His belief in the innate goodness of children led him to propose early schooling and knowledge acquisition. that enabled children to direct their own activities, free from the constraints imposed by “society”. He also believed education should begin at birth and continue well into Jean Piaget (1896-1980). Piaget’s theory of learning incorporated his Stages of adulthood, emphasizing the differences between the minds of children and adults, and Development: adjusting educational methods accordingly. According to Rousseau, children learned best ○ Birth to about 2 years old – Sensorimotor by experiencing and exploring their environments. This idea is still incorporated into ○ About the time the child begins talking to around 7 years old – ECE programs today. Such child-centered education, emphasizing activity and the use of Preoperational senses, was thought to foster the development of each child’s moral and intellectual ○ About the time the child enters 1st grade until early adolescence – potential. Concrete ○ Adolescence – Formal Operations Friedrich Froebel (1782-1852). A German educator who created kindergarten in He believed that children learn by interacting with their environment actively and Germany in 1837, for that. Froebel’s idea was born out of the desire to socialize young directly. He believed that a child’s learning also goes through several stages: children and to expose them to an education in science, music, and language outside the assimilation, accommodation, and equilibration. This is how they process new home. Following Rousseau’s philosophy, Froebel advocated respect for young children’s information and make it usable to them. needs and the importance of sensory training. He promoted the importance of play as the educational “medium” through which children could reach their intellectual and emotional Erik Erikson (1902-1994). Erikson’s psychosocial theory (among others) has been a potential. Suggesting that children progress through different age-related “phases,” he foundational concept in early childhood education for years. He emphasized that parents proposed that certain materials, or “gifts”, be incorporated into the kindergarten and educators are each integral in supporting and encouraging the success a child has curriculum to correspond with these phases, hence enhancing development. This notion in life at every psychosocial stage of development. By providing the support that is of appropriate “match” has been the cornerstone of many contemporary early education appropriate for the stage, it results in a positive learning experience. He also believed that programs. older children’s social emotional development goes hand in hand with the development and subsequent success of early childhood curriculum. Maria Montessori (1870-1952). She was Italy’s first woman physician, continued the Froebelian tradition within a different context. Concerned with the welfare of young, poor urban children in Italy, she established her “Casa Dei Bambini” or “children’s houses” in ECE IN THE PHILIPPINES Rome in 1907. Like Froebel, Montessori implemented an early education curriculum that Pre-Colonial Period was founded on a developmental theory, employed play as the instructional method, and ○ The type of education is informal and unstructured introduced developmentally appropriate materials designed to facilitate sensory and ○ Parents Served as their teachers. cognitive skills. Her method, which like kindergarten also spread throughout the world, ○ Ancestors used a writing system called Baybayin. was child-centered and child-directed, meaning that individual students learn based on ○ Children learn through observation and imitation what they are interested in at the time. Spanish Colonial Period Lev Vygotsky (1896-1934). Vygotsky believed that social interaction is an important ○ Rise of Formal Education vehicle for child development on linguistic, social, and cognitive levels. He introduced the ○ The type of education is based on religious orders concept of a teacher as more of a learning facilitator where the child learns by working ○ The curriculum emphasized Christian Doctrine and the Spanish Language with someone more capable than the child (typically a teacher or parent). The teacher helps ○ Education was mainly available to Spanish children or Filipinos who were the child with tasks that are just beyond or just within the capability of the child. He also Christianized. Prepared by: Arabella Navidad, II-16 Page | 2  ○ Recognizing the growing demand for early childhood education and the proliferation of American Colonial Period private preschools, the Philippine government began to take a more active role in ○ The arrival of Americans ushered in a new era of education regulating and supporting the sector. ○ The Americans introduced a public school system with English as the medium of ○ The issuance of permits meant that private preschools were required to meet certain instruction. standards and guidelines set by the government. ○ Patterned after the American educational system 1948 1901. Founding of Instituto de Mujeres ○ Harris Memorial School initiated another big step by obtaining government recognition ○ The founding of Instituto de Mujeres paved the way for establishing pre-schools. to confer the degree of Junior Teachers Certificate to graduate in kindergarten ○ It was the first secular school exclusively for Filipino women and represented a education; this was the first recognized course in kindergarten education offered in the significant step towards promoting education for women and children. Philippines. ○ This preschool served as a laboratory school for students majoring in kindergarten 1902. Establishment of Jardin de la Infancia education. ○ Instituto de Mujeres established the Jardin de la Infancia, which is known as the first kindergarten school in the Philippines. 1950. Through the effort of Dr. Miguela M. Solis, then the Superintendent of Teacher ○ The school was modeled after Western early childhood education concepts, particularly education in the Bureau of Public Schools, preschool education started in the government the Froebelian kindergarten model. regional–training schools Pangasinan Normal School was the first to take advantage of ○ Jardin de la Infancia means "Garden of Childhood" BREAKTHROUGH IN GOVERNMENT SCHOOLS. 1913. Opening of so-called “baby classes” at Holy Ghost College 1956. The Manila Health Department introduced the modern preschool “play centers” in ○ The "baby classes" at Holy Ghost College demonstrated a growing recognition of the Manila. Dr. Demetrio Belmonte, who was the assistant city health officer, had a trip to importance of early education among private educational institutions, especially those different countries like Europe and the USA and observed the operation of preschool run by religious orders. centers. 1974. The Government's intensified interest in the welfare of Filipino children resulted in 1919. Philippine Women's College the signing of PD 603 known as the Child and Youth Welfare Code. ○ Philippine Women's College offered kindergarten programs that catered mainly to the children of upper-class families. 1977-1987. The Philippines declared the year 1977-1987 as DECADE OF THE FILIPINO CHILD. This marked the increased number of preschool children and also the 1924. Harris Memorial School establishments both in private and public schools. ○ Emphasized Christian education and was among the first to integrate values education with early childhood learning. 1978-1989. DECS encouraged the operation of preschools in public elementary schools ○ Opening of kindergarten education under the directorship of Miss Mary A. Evans with MEC Order No. 24 s. 1978 and DECS Order No. 107 s.1989. 1926. Maryknoll College 1979. UNESCO (United Nations Educational Scientific Cultural Organization) declared it ○ Maryknoll College opens its doors to children from affluent families in Manila. as the INTERNATIONAL YEAR OF THE CHILD. 1995-2000. Three reform programs were initiated in response to the need for rising 1938. Government-issued permits to private-run pre-schools numbers of preschoolers: Prepared by: Arabella Navidad, II-16 Page | 3  1. EDUCATION FOR ALL PHILOSOPHICAL FOUNDATION 2. CONGRESSIONAL COMMISSION ON EDUCATION 3. Implementation of LOCAL GOVERNMENT CODE JEAN JACQUES ROUSSEAU 2000. No Child Left Behind Act: The No Child Left Behind Act (NCLB) was passed in the United States, emphasizing accountability and standardized testing in public schools, OVERVIEW EDUCATIONAL METHOD including early childhood education programs. Rousseau opposes the idea that humans are INFANCY 2002. The Department of Education (DepEd) launched the Early Childhood Care and inherently competitive and violent by nature. Curriculum Development (ECCD) program to provide foundational education for children aged 0-6. Rousseau believed that children are intrinsically - Development of body and senses. good. His philosophy of education is based on the - Moral conversation through the 2003. Early Care and Education (ECE) Research Network: The National Early Care and idea that children should develop a strong, 6mother tongue. Education (ECE) Research Network was established in the United States to research early virtuous character, the ability to reason, and a - Prevent from developing any bad childhood education programs and practices. refined sense of sentiment to resist temptations, habits. think for themselves, and learn to appreciate the Teaching Method finer things in life. - Training of sensory skills. 2006. The Kindergarten Education Act was passed, making kindergarten mandatory for all - Counseling method children aged five. Rousseau wrote “Emile, or On Education.” The book tells the story of a boy, who goes through CHILDHOOD 2007. The DepEd launched the Kindergarten Education Curriculum (KEC) to guide childhood, boyhood, preadolescence, Curriculum kindergarten programs. adolescence, and adulthood. - Learn everything through direct experience and observation. 2008. The Early Childhood Care and Development Act was passed, providing a legal STAGE 1: early childhood - Free play, movement, and action framework and support for ECCD programs. Early childhood begins with Émile’s birth. - No rigid curriculum is suggested During this stage, his parents need to ensure that at this stage 2012. The K to 12 Basic Education Program was implemented, integrating early childhood Émile develops physically. Teaching Method education into the primary education curriculum. - Experiential learning STAGE 2: boyhood - Play way method 2013. The DepEd launched the National Early Childhood Care and Development Emile is educated to perfect his senses and learns Information System (NECCDIS) to monitor and evaluate ECCD programs. to tell right from wrong by experiencing the ADOLESCENCE consequences of his actions. Curriculum 2020. The COVID-19 pandemic disrupted education, forcing schools to adopt distance - Suggest a formal curriculum STAGE 3: preadolescence including Natural Science, learning modalities, including for early childhood Emile is ready to learn how to reason and was Language, Mathematics, taught manual labor that requires creativity and Woodwork, Music, Painting, etc. 2021. DepEd launched the Basic Education Recovery Plan to address learning loss and intellect, which helps him to become a virtuous Teaching Method ensure continuity of education. adult who knows the value of hard work. - Learning by doing Observation, Rousseau thought that self-directed learning only enquiry, and experimental 2022. DepEd launched the Early Childhood Care and Development Program Recovery led to the discipline necessary to acquire real methods. Plan to support ECCD programs in recovering from the pandemic. knowledge. YOUTH STAGE 4: adolescence Curriculum Prepared by: Arabella Navidad, II-16 Page | 4 Emile is ready for the last part of his education; - Moral and religious education Johann Heinrich Pestalozzi was born in Zurich in - Chil-centered. sentiment. Only now is he capable of through experience not through 1746; he lived to the age of 81. Pestalozzi was - The freedom of the child is based understanding complex emotions such as true formal lectures. very interested in Jacques Rousseau. He is known on his or her natural development compassion. Emile now becomes a loving person - Education for bodily health, as the “Father of Pedagogy” because he saw balanced with the self-discipline who learns to live with, and for others. music, and hands-on activities. teaching as a subject worth studying in its own to function well as an individual right. Pestalozzi believed that education should and in society. STAGE 5: adulthood Teaching Methods develop the powers of the head, heart, and hands. - The child has direct experience of Emile becomes a virtuous man, who can make up - Demonstration of real objects in He believed that this would help create the world and the use of natural his mind. teaching individuals who are capable of knowing what is objects in teaching. right and what is wrong and of acting according - The use of systemized subjects of AIMS OF EDUCATION to this knowledge instruction is also carefully - Emphasis on the natural activities of the graduated and illustrated. child. According to Rousseau, "Goodness is Pestalozzi believed the 'whole' child should be - Education which emphasizes how an innate quality of the children. All that is trained physically, psychologically, and things are taught as well as what is good which we get from nature." emotionally, known as the Pestalozzi principles taught - Child as the center of education. The nature of 'learning by head, heart and hands', and was - Authority is based on love, not and abilities of children should be kept in also a proponent of the advancement of good fear. mind while planning for their education. The character and morality. child is not a young adult. - Emphasis on Nature. According to He attended the University of Zurich for his Rousseau, Nature, Humans, and the Physical schooling and from then on would run all types of environment are the sources of education. experiments in education by opening schools for Learning by doing and getting experience is all individuals, usually the poor. However, most the best learning. Education is gardening for of these schools did not last very long and usually children. Plants develop through care and fell apart because of a lack of money. Also in his nutrients and humans develop through lifetime, He wrote books based on the theories education. Children must realize their that he had about education. According to weaknesses, inabilities and dependence so Pestalozzi, children should learn through activity that they can overcome these with hard work and hands-on tools. They should be free to pursue and effort. Rousseau wants a life of hard their interests and draw their conclusions. work and not comfort, luxury, and weakness. According to him the child FRIEDRICH FROEBEL should be provided education according to the child's nature and love towards nature Friedrich Froebel was a German educationalist. - Play-based Learning. Free play should be developed in the child. Love of He was credited with opening the very first encourages the child to discover nature will develop all other faculties in the kindergarten in Bad Blankenburg in 1837. He how things work, through child. He considered natural education as believed that early education should consider the purposeful activities that are real education and criticized regular and child's physical, intellectual, social, emotional, active, hands-on and of interest to artificial education imparted in the schools. and spiritual development. the individual child. - Movement. Froebel placed great JOHANN PESTALOZZI Froebel’s philosophy highlights how play is the value on movement in child highest expression of human development in development. Fingerplays, songs, Prepared by: Arabella Navidad, II-16 Page | 5 early childhood because it is the free expression dance, and movement of objects ERIK ERIKSON of what’s in the child’s soul. Froebel placed great are key features of Froebel's value on child-led activity and believed approach. OVERVIEW EDUCATIONAL METHOD practitioners should work with children to allow them to explore, discover, and create for Erik Erikson created the theory of psychosocial PSYCHOSOCIAL DEVELOPMENT STAGES themselves. development, which is part of the field of 1. Trust vs. Mistrust (Infancy, 0-18 developmental psychology. The theory comprises months). Developing a sense of MARIA MONTESSORI eight stages that span the entire human lifespan, trust in caregivers and the world. from infancy to late adulthood. a. Trust: If the caregiver is Maria Montessori, an Italian physician and The Montessori Method has the distinct reliable, consistent, and educator, created the Montessori Method in the property of being child-centered, nurturing, the child will develop early 20th century. The method is based on her emphasizing self-directed learning, a sense of trust, believing that scientific observations of children’s learning independence, and individual progress. the world is safe and that people processes and development and has since become It encourages hands-on learning are dependable and affectionate. a widely recognized and respected approach to experiences, collaborative play, and the b. Mistrust: Conversely, if the early childhood education. development of self-discipline and caregiver fails to provide self-regulation. consistent, adequate care and Montessori classrooms are carefully prepared affection, the child may develop environments designed to promote independence, a sense of mistrust and order, and concentration. It uses specially insecurity. designed learning materials, mixed-age 2. Autonomy vs. Shame and Doubt classrooms, and uninterrupted work periods to (Toddlerhood, 18 months-3 years). support children’s natural curiosity and love for Gaining independence and learning. self-control. a. Autonomy: If encouraged and KEY CONCEPTS supported in their increased - Absorbent Mind. Children have an innate independence, children will ability to learn from their environment. become more confident and - Sensitive Periods. Specific times when secure in their ability to survive. children are particularly receptive to certain b. Shame and Doubt: On the other types of learning. hand, if children are overly - Prepared Environment. A carefully designed controlled or criticized, they learning space that fosters independence and may begin to feel ashamed of self-directed learning. their autonomy and doubt their - Auto-education. The idea is that children are abilities. capable of educating themselves when given 3. Initiative vs. Guilt (Preschool, 3-5 the proper tools and environment. years). Taking initiative and learning to plan and carry out tasks. a. Initiative: When caregivers THEORETICAL FOUNDATION encourage and support children to take the initiative, they can Prepared by: Arabella Navidad, II-16 Page | 6  start planning activities, experience role confusion. accomplish tasks, and face 6. Intimacy vs. Isolation (Young challenges. Adulthood, 18-40 years). b. Guilt: If caregivers discourage Establishing close, committed the pursuit of independent relationships. activities or dismiss or criticize a. Intimacy: Individuals who their efforts, children may feel successfully navigate this stage guilty about their desires and can form intimate, reciprocal initiatives. relationships with others. 4. Industry vs. Inferiority (School b. Isolation: If individuals struggle Age, 5-12 years). Developing to form these close competence and skills in school relationships, perhaps due to and social settings. earlier unresolved identity a. Industry: If children are crises or fear of rejection, they encouraged by parents and may experience isolation. teachers to develop skills, they 7. Generativity vs. Stagnation gain a sense of industry—a (Middle Adulthood, 40-65 years). feeling of competence and Contributing to society and future belief in their skills. generations. b. Inferiority: On the other hand, if a. Generativity: If individuals feel children receive negative they are making valuable feedback or are not allowed to contributions to the world, for demonstrate their skills, they instance, through raising may develop a sense of children or contributing to inferiority. positive changes in society, they 5. Identity vs. Confusion will feel a sense of generativity. (Adolescence, 12-18 years). b. Stagnation: If individuals feel Forming a coherent sense of self they are not making a positive and identity. impact or are not involved in a. Identity: If adolescents are productive or creative tasks, supported in their exploration they may experience stagnation. and given the freedom to 8. Ego Integrity vs. Despair (Late explore different roles, they are Adulthood, 65+ years). Reflecting likely to emerge from this stage on life and finding meaning and with a strong sense of self and a satisfaction. feeling of independence and a. Ego Integrity: If individuals feel control. they have lived a fulfilling and b. Role Confusion: If adolescents meaningful life, they will are restricted and not given the experience ego integrity. space to explore or find the b. Despair: On the other hand, if process too overwhelming or individuals feel regretful about distressing, they may their past, feel they have made Prepared by: Arabella Navidad, II-16 Page | 7  poor decisions, or believe understanding of the world, rather than they’ve failed to achieve their simply absorbing information from their life goals, they may experience environment. despair. - Schemas. Schemas are Piaget’s term for the mental frameworks that help individuals JEAN PIAGET understand and interpret information. As children grow and learn, their schemas Jean Piaget’s Cognitive Development Theory is - Emphasis on discovery approach become more numerous and elaborate. foundational in child psychology and education. It in learning. - Assimilation. It is the process by which a describes how children’s cognitive abilities - The curriculum should provide person takes in new information and develop from infancy to adolescence, and specific educational experiences incorporates it into preexisting ideas and provides a framework for understanding how based on children's developmental schemas. It plays a key role in cognitive children learn and make sense of the world levels. development by allowing individuals to around them. - Arrange classroom activities so integrate new experiences and knowledge. that they assist and encourage - Accommodation. It is when a person alters FOUR COGNITIVE DEVELOPMENT STAGES self-learning. existing schemas, or creates new ones, in 1. Sensorimotor stage. This stage occurs from - Social interactions have a great response to new information that contradicts birth to around age 2, and is characterized by educational value for Piaget. their existing understanding. This process is the development of basic motor skills and Positive social actions, therefore, essential for cognitive development, as it the ability to perceive and interact with should be encouraged. enables flexibility and adaptation in learning. objects. - Instruction should be geared to - Equilibration. He believed that children 2. Preoperational stage. This stage occurs from the level of the child. As the level progress through the cognitive developmental around age 2 to 7, and is characterized by the of the child changes at each stage, stages by the mechanism of equilibration, a development of language and symbolic the level of instruction or balance between assimilation and thinking, and the emergence of egocentrism. exploratory activities should also accommodation. Equilibration helps explain 3. Concrete operational stage. This stage change. how children shift from one stage of thought occurs from around age 7 to 11, and is - Simple to Complex and Project to the next. characterized by the ability to think logically method of teaching. about concrete objects and events. - Co-curricular activities have BURRHUS FREDERIC SKINNER 4. Formal operational stage. This stage occurs equal importance as that of from around age 11 to adulthood, and is curricular experiences in the Burrhus Frederic Skinner’s operant conditioning, OPERANT CONDITIONING characterized by the ability to think cognitive development of or instrumental conditioning, is a theory of 1. Positive Reinforcement is abstractly and reason hypothetically. children. learning where behavior is influenced by its introducing a pleasant stimulus to - The major Goals of education consequences. Behavior that is reinforced increase the repetition of that KEY FEATURES according to Piaget are critical (rewarded) will likely be repeated, and behavior behavior. - Emphasis on the child’s active role in and creative thinking. that is punished will occur less frequently. 2. Negative Reinforcement is learning. Piaget believed that children learn removing unpleasant (aversive) by actively exploring and manipulating their He studied operant conditioning by conducting stimulus that tends to increase the environment, rather than passively receiving experiments using animals, which he placed in a likelihood of repetition of that information from adults. “Skinner Box,” and identified three types of behavior. - Constructivist approach to learning. He responses, or operant, that can follow behavior: 3. Positive Punishment involves believed that children actively construct their presenting an unpleasant Prepared by: Arabella Navidad, II-16 Page | 8 - Neutral operants. Responses from the consequence after an undesired achieve with guidance and encouragement from a environment that neither increase nor behavior to reduce its frequency. skilled partner. He sees the ZPD as the area where decrease the probability of a behavior being The punishment aims to the most sensitive instruction or guidance should repeated. discourage the behavior from occur, enabling the child to develop skills they - Reinforcers. Responses from the recurring. will later use independently, thus fostering higher environment increase the probability of a 4. Negative Punishment is taking mental functions. behavior being repeated. Reinforcers can be away a pleasant stimulus when an either positive or negative. undesired behavior occurs, aiming - Punishers. Responses from the environment to reduce the behavior’s decrease the likelihood of a behavior being frequency. The loss of the pleasant INTERNATIONAL POLICIES AND AGREEMENTS ON ECE repeated. Punishment weakens behavior. stimulus discourages the behavior. LEV VYGOTSKY EARLY CHILDHOOD CARE AND DEVELOPMENT Lev Vygotsky believed cognitive development is - Zone of Proximal Development - EARLY CHILDHOOD CARE AND DEVELOPMENT is a "comprehensive approach influenced by cultural and social factors. He (ZPD). The distance between a to policies and programs for children from birth to age 8 that encompasses health, emphasized the role of social interaction in the child’s actual developmental level nutrition, education, and social services to ensure optimal development (UNESCO, development of mental abilities, such as speech and their potential level of n.d.). and reasoning in children. He assumes that development with guidance and community plays a central role in the process of support from adults or more LAWS, POLICIES, AGREEMENTS AND CONFERENCES “making meaning.” skilled peers - Scaffolding. The process by which THAT PROMOTES EARLY CHILDHOOD CARE AND DEVELOPMENT The Sociocultural theory guides children's adults or more skilled peers learning throughinteraction with a more provide support and guidance to Geneva Declaration of the Rights of the Child (1924). This early document knowledgeable other (MKO). The more help children learn and develop established key principles for child welfare, including the right to development, knowledgeable other could be anyone with a new skills. protection from harm, and prioritization during emergencies. greater understanding of the task or concept that - Social Interaction. Children learn Universal Declaration of Human Rights (UDHR). Adopted in 1948, the UDHR is a the child is trying to complete or learn According through engaging in activities with foundational international document that establishes fundamental human rights for all to Vygotsky, adults in society foster children’s more skilled individuals, such as individuals. cognitive development by engaging them in adults or advanced peers. Convention on the Rights of the Child (CRC). Adopted in 1989, the CRC is a challenging and meaningful activities. Adults - Cultural Tools. These tools help convey to children how their culture interprets children make sense of their world comprehensive international treaty that outlines the civil, political, economic, social, and responds to the world. They show the and communicate with others. health, and cultural rights of children. meaning they attach to objects, events, and - Internalization. As children UN Convention of the Rights of Child. The Convention on the Rights of the Child experiences. They provide the child with what to engage in social interactions and explains who children are, all their rights, and the responsibilities of governments. think and how to think. use cultural tools, they gradually Global Strategy for Early Childhood. Launched in 2018 by UNESCO and UNICEF, internalize the knowledge and this strategy aims to ensure that every child has access to quality early childhood The concept of the MRO relates to the second skills they have learned, leading to education and care. important principle of Vygotsky’s work, the zone cognitive growth. of proximal development (ZPD). The ZPD relates 2022 World Conference on Early Childhood Care and Education. Held in to the difference between what a child can Tashkent, Uzbekistan this conference gathered global stakeholders to discuss and achieve independently and what a child can advance early childhood education policies and practices. Prepared by: Arabella Navidad, II-16 Page | 9  EARLY CHILDHOOD CARE AND DEVELOPMENT IMPROVEMENTS SIX GOALS OF EFA THROUGHOUT THE YEARS 1. Expand early childhood care and education, especially the most vulnerable children. - Currently, 91 out of 188 countries guarantee at least 1 year of free and compulsory - Expanding and improving comprehensive early childhood care and education, especially pre-primary education. for the most vulnerable and disadvantaged children - WHO, UNICEF, and the WORLD BANK build a partnership about NURTURING - Despite a drop in child mortality rates of nearly 50%, 6.3 million children under the age of CARE FOR EARLY CHILDHOOD DEVELOPMENT 5 died in 2013 from causes that are mostly preventable. - EDUCATIONAL PLANNING FOR THE 2030 AGENDA Of International Institute for - Progress in improving child nutrition has been considerable. Yet globally, one in four Educational Planning - UNESCO children are still short for their age - a sign of chronic deficiency in essential nutrients. - In 2012, 184 million children were enrolled in pre-primary education worldwide, an increase of nearly two-thirds since 1999 EDUCATION FOR ALL 2. Achieve UNIVERSAL PRIMARY EDUCATION, particularly for girls, ethnic The Education for All Movement is a global commitment to provide quality basic minorities, and marginalized children. education for all children, youth, and adults. - Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and EFA STRATEGIC KEYPOINTS IN MAJOR REGIONS compulsory primary education of good quality. African Region - The primary school net enrollment ratio was 84% in 1999 and is estimated to reach 93% 1. Access and Equity in 2015. 2. Quality Improvement - Net enrollment ratios improved significantly, rising at least 20 percentage points from 3. Literacy and Lifelong Learning 1999 to 2012 in 17 countries, 11 of which were in sub-Saharan Africa. 4. Strengthening Governance - While some increases in enrollment ratios are evident, nearly 58 million children were out 5. Partnerships and Financing of school in 2012, and progress in reducing this number has stalled. - Despite progress in access dropout remains an issue, in 32 countries, mostly in American Region sub-Saharan Africa, at least 20% of children enrolled are not expected to reach the last 1. Inclusivity and Equity grade. 2. Quality of Education - By the 2015 deadline, 1 in 6 children in low and middle countries or almost 100 million 3. Cultural Relevance children did not have completed primary school 4. Community Engagement 5. Policy and Advocacy 3. Ensure equal access to learning and life skills for youth and adults. - Inequality persists in the transition from primary to secondary school. For example, in the Asia-Pacific Region Philippines, just 69% of primary school graduates from the poorest families continued 1. Universal Access into lower secondary, compared with 94% from the richest households. 2. Quality and Relevance - A majority of the 94 low and middle income countries with information have legislated 3. Lifelong Learning free lower secondary education since 1999. Of these, 66 have constitutional guarantees 4. Resilience and Disaster Risk Reduction and 28 enacted other legal measures. 5. Data and Monitoring - As of 2015, only a few nations charge lower secondary school fees, including Botswana, Guinea, Papua New Guinea, South Africa and Tanzania. Prepared by: Arabella Navidad, II-16 Page | 10 - Ensuring that the learning needs of all young people and adults are met through equitable - Pupil/teacher ratios declined in 83% of the 146 countries with data at the primary access to appropriate learning and life skills programmes. education level. In one third of the countries with data, however, less than 75% of primary - Reflecting improved transition rates and higher retention rates, the lower secondary gross school teachers are trained up to national standards. enrolment ratio increased from 71% in 1999 to 85% in 2012. - At the lower secondary education level, 87 of the 105 countries with data have a - Participation in lower secondary education has increased quickly since 1999. In pupil/teacher ratio below 30:1. Afghanistan, China, Ecuador, Mali and Morocco, the lower secondary gross enrolment - In 1990, 12 learning assessments were conducted according to national standards, but by ratio has increased by at least 25 percentage points. 2013 the number had increased to 101 4. Achieving a 50% reduction in levels of adult illiteracy by 2015. - Achieving a 50% improvement in levels of adult literacy by 2015, especially for women, THE MILLENIUM DEVELOPMENT GOALS and equitable access to basic and continuing education for all adults. - There are about 781 million illiterate adults. The rate of illiteracy dropped slightly. from - The Millennium Development Goals (MDGs) were a set of eight international 18% in 2000 to an estimated 14% in 2015, which means the Dakar target of halving development goals established in 2000 by the United Nations. They aimed to address the illiteracy was not achieved. world's 6 most challenges, pressing particularly developing countries. 1 in The MDGs were intended to be achieved by 2015. 5. Achieve Gender parity and equality. - The MDGs were adopted at the Millennium Summit in September 2000, following the - Eliminating gender disparities in primary and secondary education by 2005, and achieving adoption of the United Nations Millennium Declaration. The goals were a response to the gender equality in education by 2015, with a focus on ensuring girls' full and equal access growing recognition of the need for global cooperation to address the challenges facing to and achievement in basic education of good quality. developing countries, such as poverty, hunger, disease, and inequality. - At the primary level, 69% of the countries with data are expected to have reached gender - Overall, the MDGs represented a significant step forward in global development parity by 2015. Progress is slower in secondary education, with 48% projected to be at cooperation. They provided a clear framework for addressing some of the world's most gender parity in 2015. pressing challenges and helped to mobilise international support for development efforts. - Progress in tackling severe gender disparity has been made. Between 1999 and 2012, the - While the MDGs have now been replaced by the Sustainable Development Goals (SDGs), number of countries with fewer than 90 girls enrolled in primary school for every 100 they remain an important milestone in the history of global development. The lessons boys fell from 33 to 16. learned from the MDGs are being applied to the implementation of the SDGs, which build - Amongst out-of-school children, girls are more likely than boys never to enrol in school on the successes and address the shortcomings of the previous framework. 148% compared to 37%), while boys are more likely to leave school [26% compared with 20%). Once enrolled, girls are more likely to reach the upper grades. THE EIGHT MDG’S - In sub-Saharan Africa, the poorest girls remain the most likely to never attend primary 1. Eradicate extreme poverty and hunger. school. ○ The MDGs were adopted at the Millennium Summit in September 2000, following - In Guinea and Niger in 2010, over 70% of the poorest girls had never attended primary the adoption of the United Nations Millennium Declaration. The goals were a school, compared with less than 20% of the richest boys. response to the growing recognition of the need for global cooperation to address the challenges facing developing countries, such as poverty, hunger, disease, and 6. Improve the quality of education and ensure measurable learning outcomes for all. inequality. - Improving all aspects of the quality of education and ensuring excellence of all so that ○ This goal aimed to halve the proportion of people living on less than $1 a day and to recognized and measurable learning outcomes are achieved by all, especially in literacy, halve the proportion of hungry people. numeracy and essential life skills 2. Achieve universal primary education. Prepared by: Arabella Navidad, II-16 Page | 11  ○ This goal aimed to ensure that all children, boys and girls, complete a full course of ○ Be raised by, or have a relationship with their parents primary schooling. ○ Express their opinions and be listened to 3. Promote gender equality and 6 empower women ○ This goal aimed to eliminate gender inequality and empower women. COMPONENTS OF THE UNCRC 4. Reduce child mortality 1. General Principles. This part sets out the fundamental principles that underpin the ○ This goal aimed to reduce child mortality rates by two-thirds. treaty, such as the best interests of the child, non-discrimination, and the right to life, 5. Improve maternal health survival, and development. ○ This goal aimed to reduce maternal mortality rates by three-quarters. 2. Rights of the Child. This part outlines the specific rights of children, including the right 6. Combat HIV/AIDS, malaria, and other diseases to education, health, play, and protection from abuse and exploitation ○ This goal aimed to halt the spread of HIV/AIDS and malaria and to reduce the 3. Implementation of the Convention. This part addresses the obligations of States Parties incidence of other major diseases. to the Convention, including the need to adopt domestic laws and policies that are 7. Ensure environmental sustainability consistent with the treaty. ○ This goal aimed to ensure that sustainable development is achieved 4. Concluding Provisions. This part deals with matters such as the ratification of the 8. Develop a global partnership for development Convention and the settlement of disputes between States Parties. ○ This goal aimed to develop a global partnership for development, based on the principles of solidarity, cooperation, and respect for international law. KEY PROVISIONS OF THE UNCRC The right to life, survival, and development: Children have the right to live, grow, and develop to their full potential. THE UN CONVETION ON THE RIGHTS OF THE CHILD The right to be protected from abuse, neglect, and exploitation: Children have the right to be protected from all forms of violence, including physical, sexual, and - The United Nations Convention on the Rights of the Child (UNCRC) is an international emotional abuse. treaty outlines Rights of the Child the rights that 6 of children. It was adopted by the The right to education: Children have the right to a free and compulsory education. United Nations General Assembly on November 20, 1989, and entered into force on The right to health: Children have the right to the highest attainable standard of health. January 2, 1990. The right to play: Children have the right to play and leisure activities. - The treaty was inspired by the Universal Declaration of Human Rights, 6 which The right to be heard: Children have the right to express their views freely and to have proclaimed the rights of all people, regardless of age. their views taken into account - UNCRC was developed to fill this gap and to provide a comprehensive framework for protecting and promoting the rights of children. - 196 countries have signed up the UNCRC. NATIONAL LAWS ON EARLY CHILDHOOD EDUCATION - Considered to be one of the most important international human rights treaties and has had a significant impact on the lives of children worldwide. REPUBLIC ACT NO. 8980 CONTAINED IN THE UNCRC - An act promulgating a comprehensive policy and a national system for early childhood - Consist of 54 articles that set out children’s rights and geovenments how 6 should work care and development (ECCD), providing funds therefor and other purposes. together to make them available to all children. - Section 1. Short Title. - This Act shall be known as the "ECCD Act," ○ Life, survival and development - Section 2. Declaration of Policy. - It is hereby declared the policy of the State to ○ Protection from violence, abuse or neglect promote the rights of children to survival, development and special protection with full ○ An education that enables children to fulfill their potential Prepared by: Arabella Navidad, II-16 Page | 12  recognition of the nature of childhood and its special needs; and to support parents in - Section 3. Definition of Terms. - The terms used in this Act are defined as follows: their roles as primary caregivers and as their children's first teachers. - (a) DepEd shall refer to the Department of Education; - Section 3. Objectives. - The objectives of the National ECCD System are: - (b) BEE shall refer to the Bureau of Elementary Education; - (a) To achieve improved infant and child survival rates by ensuring that adequates - (c) Kindergarten education shall be understood in this Act to mean one (1) year health and nutrition programs are accessible to young children and their mothers of preparatory education for children at least five (5) years old as a prerequisite from the prenatal period throughout the early childhood years; for Grade I; and - (b) To enhance the physical, social, emotional, cognitive, psychological, spiritual - (d) Mother tongue refers to the language first learned by a child. and language development of young children; - (c) To enhance the role of parents and other caregivers as the primary caregivers and educators of their children from birth onwards; THE UN CONVETION ON THE RIGHTS OF THE CHILD - (d) To facilitate a smooth transition from care and education provided at home to community or school-based setting and to primary school; THE RIGHTS OF THE CHILD - (e) To enhance the capabilities of service providers and their supervisors to - The children have the right to be born. They are the most important asset of the state and comply with quality standards for various ECCD programs; every effort should be given to promote his welfare. - (f) To enhance and sustain the efforts of communities to promote ECCD - Molding a child starts at home. Other institutions like the school, church, guild, and the programs and ensure that special support is provided for poor and disadvantaged community should work hand in hand to assists the home. communities; - (g) To ensure that young children are adequately prepared for the formal THE RESPONSIBILITY OF THE PARENTS learning system and that both public and private schools are responsive to the - The mother and the father shall exercise jointly just and reasonable parental authority developmental needs of these children; and responsibility over their legitimate or adopted children. - (h) To establish an efficient system for early identification, prevention, referral - The dependent, abandoned or neglected shild shall be under the parental authority of a and intervention for developmental disorders and disabilities in early childhood; suitable or accredited person or institution. and - (i) To improve the quality standards of public and private ECCD programs THE RESPONSIBILITY OF THE ADOPTED PARENTS through, but not limited to, a registration and credential system for ECCD service - In all cases of adoption, the adopter must be at least fifteen years older than the person to providers. be adopted. No petition of the adoption shall be granted wihout the six months trial. - Give to the adopted person the same rights and duties as if he were a legitimate child of REPUBLIC ACT NO. 10157 the adopter.The adopted person is entitle to use the adopter's surname. - An act institutionalizing the kindergarten education into the basic education into the THE DUTIES OF THE PARENTS basic education sistem and appropriating funds therefor. - It is the parents’ responsibility to love, care, and provide security of the child. It is also - Section 1. Short Title. - This Act shall be known as the "Kindergarten Education Act". their responsibility to encourage and discover the gift and talents of the child. - Section 2. Declaration of Policy. - In consonance with the Millennium Development - The parents shall also honor the wishes and wants of the child, provided that it will not Goals on achieving Education for All (EFA) by the year 2015, it is hereby declared the cause harm. policy of the State to provide equal opportunities for all children to avail of accessible mandatory and compulsory kindergarten education that effectively promotes physical, THE FOSTER CARE social, intellectual, emotional and skills stimulation and values formation to sufficiently prepare them for formal elementary schooling. Prepared by: Arabella Navidad, II-16 Page | 13 - The foster homes shall be run by married couple to be licensed only after thorough - Moreover, it is essential that these conditions are characterized by freedom and dignity, investigation of their character, background, motivation and competence to act as foster appropriate to his needs. However, achieving this requires a concerted effort from society parents. and the legal system alike. ADMISSION TO SCHOOL - The state shall see to it that no child is refused admission in public schools. All parents REPUBLIC ACT NO. 10533 - THE ENHANCED BASIC EDUCATION ACT OF 2013 are required to enroll their children in schools to complete, at least, an elementary education. - An act enhancing the Philippine basic education system by strengthening its curriculum and increasing the number of years for basic education, appropriating funds therfor and THE HOME AND THE SCHOOL for other purposes. - Role of the Home. - The home shall fully support the school in the implementation of the - SEC. 3. Basic Education. — Basic education is intended to meet basic learning needs total school program - curricular and co curricular - toward the proper physical, social, which provides the foundation on which subsequent learning can be based. intellectual and moral development of the child. - SEC. 4. Enhanced Basic Education Program. — The enhanced basic education - Every elementary and secondary school shall organize a parent teacher association for program encompasses at least one (1) year of kindergarten education, six (6) years of the purpose of providing a forum for the discussion of problems and their solutions. elementary education, and six (6) years of secondary education, in that sequence. Secondary education includes four 1 (4) years of junior high school and two (2) years of THE WORKING CHILDREN senior high school education. - Children below sixteen years of age may be employed to perform light work which is not harmful to their safety, health or normal development and which is not prejudicial to BENEFITS OF THE RA 10533 their studies. - The Republic Act 10533 helps to ensure that every youth has access to the educational opportunities that they need to succeed in school and beyond. THE YOUTH OFFENDERS - The additinal two years is also to prepare and navigate the students on their tertiary - Children over nine years old but under twenty-one years of age at the commission of the education. offense is the defined youth offenders. Those under nine shall be exempt from criminal liability. REPUBLIC ACT NO. 10410 - EARLY YEARS ACT OF 2013 - Physical and Mental examination shall be given to the youth offender. After the trials - An act recognizing the age from 0-8 years as the first crucial stage of educational instead of pronouncing the conviction, the youth offender shall commit to Department of development and strengthening early childhood care. Social Welfare or any training institution - To promote the rights of children to survival, development, and special protection with full recognition of the nature of childhood as well as the need to provide developrentally BENEFITS OF THE PRESIDENTIAL DECREE NO. 603 appropiate experiences to address their needs. - The child (who is often seen as vulnerable) shall receive special protection. Furthermore, - ECCD Council 's responsibility are children ages 0-4 (5-8 y/0. DepEd). he shall be afforded numerous opportunities and facilities—by law and through other - Art. 1: The child is one of the most important assets of the nation. Every effort should be means—to ensure his comprehensive development. exerted to promote his welfare enhance his opportunities for useful and happy life. - This encompasses physical, mental, emotional, moral, spiritual and social growth. Although these elements are critical, they must occur in a healthy and normal manner. 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