Brief Introduction to NGOs policies EDUC3027

Assessment

Brief Introduction to NGOs policies

There has probably never been more of a worldwide focus on ECEC (early childhood education and care) programmes (Miller & Cameron, 2014). The field of (ECEC) has a rich history of cross-cultural knowledge exchange; current theories of ECEC stemming from fields as diverse as economics and neuroscience have been disseminated around the world. As more and more people throughout the world recognise the importance of (ECEC) for their communities, researchers are digging deeper into ECEC programmes in search of evidence that backs up successful' practises. Both ECEC policy and theory have begun to consider what "successful" practise entails and from whose perspective, but they do so from distinct vantage points and with different goals in mind. We saw a need to solicit papers on the topic of "Global to Local Perspectives of ECEC" because people felt that growing interest in early childhood education and care (ECEC) around the world was being characterized by more restricted views of ECEC as a social investment strategy to prepare children for lifelong learning in the context of the global information economy (Campbell & Bogatic, 2017). For this reason, "effective" was taken to mean able to show that ECEC aids in children's growth and later academic success.

The term "early childhood education and care policy" is used to describe the set of laws and policies that guarantee all children under the age of five a safe and stimulating place to learn and grow (Li & Chen, 2017). The declared objective of the policy is to ensure that all children, regardless of their family's socioeconomic position, have access to high-quality educational opportunities and safe, loving environments. Funding for early childhood education and care programmes, teacher credentials and training, curriculum creation, and safety and health rules are only a few of the many topics addressed in the policy. The goal of these policies is to guarantee that all children, regardless of their families' socioeconomic status, can take use of quality ECEC programmes. One way to do this is to provide subsidies to low-income households or finance initiatives that do not cost anything. Standards for early childhood education and care services, including those for teacher preparation, curriculum design, and health and safety, may be established by policy (Marshall, 2014). The goal of these guidelines is to guarantee that all children will have access to nurturing environments that foster growth and help them become independent, successful adults. By facilitating parent-teacher conferences and parenting workshops, for example, policies can either encourage or mandate family participation in ECEC programs.

Opportunities from the chosen policy

ECEC policy provides numerous opportunities for children, families, and communities. Some of these opportunities include: To ensure that all children have ready access to high-quality ECEC programs: Policies that prioritize ECEC provide children with access to high-quality programs that support their cognitive, social, emotional, and physical development. These programs can also provide opportunities for children to interact with peers and build social skills (Lundkvist et al., 2017). Improved school readiness: Higher academic achievement, greater rates of high school graduation, and higher earnings potential in adulthood are just some of the long-term benefits shown among children who participate in high-quality ECEC programs. Parental support and education: Early childhood education and care policies often prioritize parent involvement and provide resources to support parents in their role as their child's first and most important teacher. This can include parent-teacher conferences, parent education classes, and resources for families to promote their child's development at home. Increased economic stability for families: Access to affordable, high-quality early childhood education and care can enable parents to work or further their education, which can lead to increased economic stability for families (Mahon & McBride, 2009). Positive impact on the community: High-quality ECEC programs can have positive impacts on the community by providing safe, nurturing environments for young children, promoting school readiness, and supporting families as the primary educator of their child.

While early childhood education and care can have numerous benefits, there are also some potential risks associated with it. Some of these risks include:

Safety concerns: ECEC programs must prioritize the safety and well-being of young children. There is a risk of accidents or injuries in any setting, and programs must have appropriate safety protocols in place to prevent harm to children.

Quality concerns: Not all ECEC programs are created equal, and the quality of care can vary widely. Programs must be staffed by qualified, trained professionals and have appropriate resources and materials to support children's development.

Developmental concerns: The development of children can benefit from ECEC, but it can also be hindered by care that is either improper or insufficient. Lack of stimulation or insufficient social engagement, for instance, might have a negative impact on children's mental and emotional growth.

Reference List

Campbell-Barr, V., & Bogati, K. (2017). Global to local perspectives of early childhood education and care.Early Child Development and Care,187(10), 1461-1470.

Li,H., &Chen,J. J.(2017).Evolution of the early childhood curriculum in China: The impact of social and cultural factors on revolution and innovation.Early Child Development and Care,113.

Lundkvist,M.,Nyby,J.,Autto,J., &Nygrd,M.(2017).From universalism to selectivity? The background, discourses and ideas of recent early childhood education and care reforms in Finland.Early Child Development and Care,114. doi:10.1080/03004430.2017.1295041

Mahon,R., &McBride,S.(2009).Standardizing and disseminating knowledge: The role of the OECD in global governance.European Political Science Review,1(1),83101. doi:10.1017/S1755773909000058

Marshall,J.(2014).Introduction to comparative and international education.London:Sage.