How to Practice Early Childhood Education.

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In the world today, the educators with those who have shown themselves passionate for the child development must learn how to practice early childhood education. Education, generally for the children of the world, is biased and cannot be measured equally for diverse untenable reasons which may be political, socio-cultural, economic, etc. This is however owing to the several challenges posed by the current politico-economic segregation that is ravaging the world.

It is recorded that the richest children are 7 times more likely to attend ECE programmes than the poorest, just as children in urban areas are 1.5 times more likely to attend ECE programmes than those in rural areas Even so, the parental support for education is contributing factor. For instance, children of mothers with secondary education are 5 times more likely to attend ECE programmes.

However, it cannot be denied that equitable attendance in ECE programmes exists between girls and boys.

Science shows that life is a story for which the beginning sets the tone. That makes the early years of childhood a time of great opportunity, but also great risk. This is what many countries are not aware of. The supposed stakeholders do not see the early child education plan as something to really take more seriously given the strength of the debilitating economic factor with which they battle. To them, as far as food is provided, education can go rest.

But we must believe in the truth that children’s brains are built, moment by moment, as they interact with their environments. In the first few years of life, more than one million neural connections are formed each second – a pace never repeated again. The quality of a child’s early experiences makes a critical difference as their brains develop, providing either strong or weak foundations for learning, health and behavior throughout life.

How to Practice Early Childhood Education.

Without quality education, children face considerable barriers to employment and earning potential later in life. They are more likely to suffer adverse health outcomes and less likely to participate in decisions that affect them – threatening their ability to shape a better future for themselves and their societies. Therefore, these are some of the things to consider when thinking of how to practice early childhood education:

1. Ensure vulnerable populations are not the last to benefit

Access to early childhood education has been slow and inequitable, both across and within countries. Worldwide, vulnerable children are disproportionately excluded from quality pre-primary education – even though it can have the greatest impact on them.

To ensure no child is left behind, Governments should adopt policies that commit to universal pre-primary education and prioritize the poorest and hardest-to-reach children at the start of the road to universality, not the end.

2. Scale up investment

Pre-primary education provides the highest return on investment of all education sub-sectors. Yet, it receives the smallest share of government expenditure compared to primary, secondary and tertiary education. Less than 1% of international aid to education currently supports pre-primary education, while less than 2% of education budgets are allocated to pre-primary education in low-income countries.

3. Progressively grow the pre-primary system, while improving quality

According to UNICEF reports, it is unfortunate to note that only 50% of pre-primary teachers in low-income countries are trained, and only 5% of pre-primary teachers globally work in low-income countries. Meanwhile, 9.3 million new teachers are needed to achieve universal pre-primary education. So, this further explains why efforts to scale up access to pre-primary education should not come at the expense of quality if truly you are interested in knowing how to practice early childhood education.

Quality is the sum of many parts, including teachers, families, communities, resources, and curricula. Without adequate safeguards for quality, expansion efforts can intensify education inequities. It is only by investing in quality as education systems grow – not after – that governments can expand access and maintain quality.

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