This report aims to identify key constraints and opportunities to expand quality and affordable access to child care services in Turkey.
This article discusses how to strike the right balance between universal values and the need to consider cultural contexts and involve local stakeholders when defining how quality can be measured.
A fundamental point in assessing quality in early education settings is the belief in the right of young children to democratically and actively participate in their education and care processes. Early education and care is undertaken with children and their families and not to children.
The report raises critical issues to be addressed through dialogue, advocacy and joint actions among partners from different sectors and organizations in CEE/CIS countries.
The case study explores Mongolia’s impressive education recovery where more children are completing primary education and that want to expand equitable access to post-primary schooling.
The Mother Child Education Program (MOCEP) draws on three decades of research and was developed for mothers with children between 5 and 6 years of age who have not had access to pre-school education. MOCEP was developed by AÇEV, and transferred to several countries in Europe and also in the Arabic region.
This report1 covers the proceedings of the Founding Forum of the Arab Network for Early Childhood Development (ANECD). The three-day meeting included 24 presentations related to networking and ECD challenges globally and in Arab countries. The participants adopted a Concluding Document with recommendations and a road map for the deployment of the Network.
ECCD is about recognizing that the child’s education is the interaction with his/her environment, especially people an
d knowledge. Newly internalized information requires new skills and therefore our approach relates also to information, values, beliefs, attitudes, and skills.
Despite the last years remarkable progresses made, children in the Arabic region still suffer a serious discrimination
regarding the services and opportunities offered to them. Caregivers are in need of supportive resources in
Arabic, and parents encounter serious challenges regarding this issue.
It examines the importance of building resilience through early childhood education. In 2013, in the aftermath of a natural disaster in the Philippines, a model was created to support resilience-building in devastated communities. The model includes using a curriculum which integrates psychosocial support for children and adults, increasing capacity-buil
ding among teachers and adults working with children, and adapting local traditions for building resilience.
The first parenting programme is aimed at mothers of children ages 5 to 6 living in Palestinian refugee camps and earby disadvantaged communities in Lebanon. The other programme focuses on parents of vulnerable children in a younger age group (from conception to age 5). This programme features a parent-to-parent training course and discussion opportunities that impart early childhood knowledge to poor parents in areas of Lebanon and Egypt with low access to services.
It highlights a short, intensive early childhood education programme whi
ch prepares children for entry into primary school in remote, rural areas.
Children receive pre-literacy and pre-numeracy training and learn the offic
ial language of instruction, which is foreign to many children from
different ethnic and linguistic communities.