The period between birth and eight years of age is of remarkable brain development for children and represents a crucial opportunity for education. UNESCO believes that truly inclusive early childhood care and education (ECCE) is much more than just preparation for primary school. It can be the basis for emotional well-being and lifelong learning and one of the best investments a country can make, as it promotes holistic development, gender equality and social cohesion. It evolved from various historical trends, such as child protection, early childhood education services for children with special needs, and services to facilitate the participation of mothers in the workforce.
It also emphasizes the importance of encouraging early childhood educators to really get to know their students and each of their specific interests. The type of care a family chooses to place its child in depends on the family's income, family structure and ethnicity, the child's age, maternal education, maternal employment, and attitudes toward early care. The ECEC responds to changes in labor roles and the composition of families, helps equalize life opportunities for children from low-income families, helps the assimilation of immigrants, and helps improve child development and overall child well-being. Simply put, early childhood education (ECE) helps children gain the academic, emotional and social skills needed to thrive in school and beyond.
Here, a child's intellectual development extends far beyond the classroom; with the support of an early childhood education program, students view the entire world as a learning opportunity. In 2002, 11.6 million children, or 63 percent of the 18.5 million infants, toddlers and preschoolers under 5, received some form of care other than their parents on a regular basis (U. Adverse outcomes are not simply by-products of poor quality child care, but are also due to the stress caused because of separation, suggesting that parental leave should be extended to one year, a practice that is increasing in European countries. At their discretion, some child care centers may also serve school-age children in their after-school programs.
Democracy must be the fundamental principle that guides the provision and development of EAPI services not only at the early childhood level, by encouraging shared decision-making at the local level, but also at the community and political levels, by making early education a topic of public debate and responsibility. collective. Outside the government, there are hundreds, perhaps even thousands, of private advocacy institutions, think tanks, research, outreach, universities, foundations, and public policy in the United States interested in early childhood education and care policies. In addition, UNESCO supports high-quality early childhood education as one of its sustainable development goals.
When it comes to poor single mothers, or employed parents, the need for care may begin in childhood or even when the child is three months old, because U. Jessica Alvarado, director of the academic program for the Bachelor's Degree in Early Childhood Development at the National University. In early childhood centers, more attention should be paid to appropriate pedagogies that strengthen the well-being and participation of young children.