WASHINGTON, May 17, 2022 – While young children, and especially those in low-income countries, are most affected by the impact of COVID-19 on learning, there is a greater need than ever before for actionable, action-based strategies. evidence. scales. A new book now published by the World Bank and titled in English Quality Early Learning: Nurturing Children’s Potential acquires a state of knowledge about early learning and provides practical advice on the key elements and principles of quality early childhood education.
The publication, which draws on contributions from a variety of leading multidisciplinary experts, compiles existing knowledge of cost-effective methods to enhance early learning in low we countries and intermediate. In particular keeping in mind that young children have a great capacity to learn in their early years, the report highlights the need for specific actions to develop and exploit this potential. Access to quality education helps children develop the cognitive and socio-emotional skills, executive functions and motivational strengths that enable them to be successful in school and in life. Investments in early childhood education lay the foundations on which to build the human capital essential to individual well -being and to more equitable and prosperous societies.
“Expanding access to early childhood education represents a unique opportunity for many countries to put in place policies and systems that will gradually provide quality and equitable childhood education, highlighted Jaime Saavedra, Global Director of Education at the World Bank. It is easier and more effective to get it from the beginning-in the first years of children’s lives and in the early stages of building an early childhood education system-than to have to intervene later to fill the gap. gaps in basic learning and solutions. the dysfunctions of education systems. »
Poor and low access to childhood education services have contributed to the global learning crisis. In low and middle income countries, 53% of 10-year-olds are in “learning poverty”, meaning they cannot read and understand short text. The COVID-19 pandemic has exacerbated this education crisis, with a learning poverty rate likely to exceed 70%. As countries strive to rebuild better after the pandemic, and even in the context of limited resources, investing in quality childhood education needs to be an integral part of national plans to change. education and facilitate progress in the field of learning.
The report focuses on three important aspects:
1. Expanding access to early childhood education should be accompanied by efforts to ensure or improve the quality of these services. To ensure that investing in early childhood education will actually lead to better learning, the expansion of access must not occur faster than the time required to ensure the minimum level of quality.
2. We must prioritize investments that promote the development of children’s learning. Investments that play an important role in improving the quality of classroom teaching, including building the capacity of existing human resources, developing age-appropriate pedagogy, and setting up learning spaces Safe and fun learning doesn’t have to be expensive or complicated to be effective.
3. The development of systems that ensure quality early learning of measurement should be done in a slow and deliberate manner. It requires careful planning and a lot of investment, including the home environment and other factors that can influence learning outside of school, especially for the poorest children.
“The work is urgent, concluded Mr Saavedra. If we are to equip students with the skills and self -confidence to overcome the challenges ahead, we must enhance the potential of every child by investing in quality childhood education for all. Too many children are already looking forward to being given this opportunity. »
To find out more, visit:
Quality Early Learning: Nurturing Children’s Potential
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