UNESCO

In agreement with the readings from this week, the UNESCO website states there are no universally agreed criteria to determine early childhood education quality. UNESCO addresses the concern that pre-primary education is often putting too much emphasis on preparing children for formal education and not enough importance placed on holistic development. However, an early childhood teacher’s training and work efforts can assist in quality transitioning between pre-primary education and the formal school setting.

Access and equity in early childhood services is a great concern discussed by UNESCO. Countries often provide alternative services for poor children while providing more funding to services and programs for privileged children. The lack of universality of services creates a great need for government and policy makers to examine the equity of services to children’s access and quality of education.

Investment and financing through mobilization of resources may be the greatest difficulty faced in other countries as they try to improve and expand on early childhood programs. Early childhood may be overshadowed particularly in developing countries as primary schools are given priority. While government funding may be small, it is my impression that these countries are missing out on crucial years of development and providing children the foundational education necessary for primary school.

http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/