Early child development (ECD) remains one of the most powerful levers for accelerating Education For All (EFA) and meeting the Millennium Development Goals for reducing poverty. ECD is the first toward Education for All and the Millennium Development Goals. It is of the essence for all education and the elimination of poverty.
Early Child Development is the foremost and essential step toward achieving primary school completion. Learning begins at birth, if not before. It does not wait for kindergarten or primary school. It grows in relation to broader environmental forces. Both the content of learning and learning behaviors are influenced by the immediate surroundings of a child’s family, place, and community. Education starts here – neither in the confines of a school building, nor when a child extends to elementary school age ECD is considered within the EFA framework. EFA goal 1 is to expand and improve ECD for the most vulnerable and deprived kids.
World Bank Report - 2007
Every area of life requires a guide, facilitator, coach or teacher. When we talk over the teacher of Early Childhood, she/he seems a very important stakeholder in the holistic growth of immature kids. And then a qualitative early childhood depends on their rearing. Teachers significantly affect what goes on in the classroom and out of the classroom. Early childhood teachers have a durable impact on young children and their households. One causal factor of effective early childhood program is the personal characteristics of the teacher. The personality, demeanor, and posture of early childhood teachers determine the spirit of learning environment. Instructors who have a favorable attitude about themselves are successful in nurturing a positive learning atmosphere for kids. Thus, it becomes really significant for an ECD teacher to receive the knowledge of child psychology, mental, physical emotional, and social developmental needs.
Younger kids require a great deal of assistance and guidance in the all main four domains (mental, social, emotional and physical development). On the other hand, a teacher has to play a critical role to acquire self-assurance and self-esteem in young children by giving respect, passion, attention and ownership in the classroom activities and assets. The teacher looks into different aspects of child development she/he develops linkages and communicates the progress (Successes and losers) and future plans with different stakeholders and takes on new initiatives according to the demands of time and place. Here she/he develops different measures to watch the progress, e.g. student’s portfolio, assessment instruments and schemes.
The program has been developed on the basis of the following principles:
Content will be presented with a range of dynamic learning strategies incorporating various teaching and scholarship resources. The advance methods of instruction will be adapted, and participants will be afforded a chance to divvy up their experiences and classroom experiences within the time frame. This approach will suffice as an efficient model for good classroom exercise. Theories of ECED will be incorporated in the classroom discussions and the tasks assigned to CPs.
The CPs will be encouraged to adopt/adapt materials and approaches during face-to-face sessions. They will likewise be encouraged to prepare their own materials and approached related to their contextual needs and positions. Participants will also be encouraged to take-out small-scale research; classroom-based teaching sessions for children incorporating their learning from the breeding. This will enable the team and CPs to get word close to classroom realities and discover strategies to ameliorate the quality of classroom preparation, establishment, and interaction.
The programme will be based upon the six areas of learning provide a foundation for later learning and achievement. The curriculum for the early years has been divided into the key learning areas. Each key learning area has been further divided into competencies or learning goals.
These designations will be post project assignments where participants will be taken to carry out training for instructors in their particular schools’ and closely work with instructors to prepare lesson programs for several levels.