Meeting Basic Learning Needs through Programmes of Early Childhood Care and Development.

Institution	Consultative Group on Early Childhood Care and Development, Haydenville, MA.
Titel	Meeting Basic Learning Needs through Programmes of Early Childhood Care and Development.
Quelle	(1993), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Caregivers; Child Development; Community Programs; Early Childhood Education; Early Intervention; Foreign Countries; Integrated Services; Nonformal Education; Parent Education; Brazil; Chile; China; Colombia; India; Indonesia; Jamaica; Nepal; Peru; Thailand + Suchen Sie Ihr Suchwort? Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Non-formal education; Non formal education; Nichtformale Bildung; Parents education; Elternbildung; Elternschule; Brasilien; Kolumbien; Indien; Indonesien
Abstract	Noting that early childhood development is the foundation for basic education across the life span, the first chapter of this report discusses the benefits of early interventions for individuals and society and justifies the basis for programs which aim at meeting the basic learning needs of young children. It also suggests several questions which each country may consider to make their early childhood care and development activities effective. The next chapter presents a list of eight arguments that make a case for making a heavy investment in programs for early childhood development. Six complementary program approaches that are concerned with the child, family, community, institutions, legal and policy frameworks, and the distribution of knowledge are suggested in the third chapter. The fourth chapter describes programs in Colombia, Nepal, India, Peru and Brazil which represent models ranging from formal schools to home day care and cooperative programs. The advantages and limitations of these center-based approaches are summarized. The advantages and limitations of approaches which educate and support caregivers are presented in chapter 5. Programs ranging from home visiting to the use of communications media and child-to-child programs which reflect this approach and are adopted by Indonesia, China, Jamaica, Thailand, and Chile are described in chapter 5. A research review and summary of the effects of early childhood interventions on progress and performance in primary school is presented in the last chapter along with suggestions for policy and programming. (BAC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC