early childhood education essay

Why early childhood care and education matters

The right to education begins at birth.

But new UNESCO data shows that 1 out of 4 children aged 5 have never had any form of pre-primary education. This represents 35 million out of 137 million 5-year-old children worldwide. Despite research that proves the benefits of early childhood care and education (ECCE), only half of all countries guarantee free pre-primary education around the world.

UNESCO’s World Conference on Early Childhood Care and Education taking place in Tashkent, Uzbekistan on 14-16 November 2022 will reaffirm every young child’s right to quality care and education, and call for increased investment in children during the period from birth to eight years.  

Here’s what you need to know what early childhood care and education.

Why is early childhood care and education important?

The period from birth to eight years old is one of remarkable brain development for children and represents a crucial window of opportunity for education. When children are healthy, safe and learning well in their early years, they are better able to reach their full developmental potential as adults and participate effectively in economic, social, and civic life. Providing ECCE is regarded as a means of promoting equity and social justice, inclusive economic growth and advancing sustainable development.

A range of research and evidence has converged to support this claim. First, neuroscience has shown that the environment affects the nature of brain architecture – the child’s early experiences can provide either a strong or a fragile foundation for later learning, development and behaviours. Second, the larger economic returns on investment in prior-to-school programmes than in programmes for adolescents and adults has been demonstrated. Third, educational sciences have revealed that participation in early childhood care and education programmes boosts children’s school readiness and reduces the gap between socially advantaged and disadvantaged children at the starting gate of school.

From a human rights perspective, expanding quality early learning is an important means for realizing the right to education within a lifelong learning perspective. ECCE provides a significant preparation to basic education and a lifelong learning journey. In 2021, only 22% of United Nations Member States have made pre-primary education compulsory, and only 45% provide at least one year of free pre-primary education. Only 46 countries have adopted free and compulsory pre-primary education in their laws.

How has access to ECCE evolved?

Overall, there has been significant global progress in achieving inclusive and high-quality ECCE. Globally, the ratio for pre-primary education has increased from 46% in 2010 to 61% in 2020. The global ratio for participation in organized learning one year before the official primary school entry age also increased to reach 75% in 2020. However, in low- and lower-middle-income countries, fewer than two in three children attend organized learning one year before the official primary entry age.  Furthermore, the proportion of children receiving a positive and stimulating home environment remains significantly low with only 64% of children having positive and nurturing home environments. Great regional disparities remain the biggest challenges. In sub-Saharan Africa, only 40% of children have experienced a positive and stimulating home learning environment compared to 90% of children in Europe and Northern America.

How has the COVID-19 pandemic impacted ECCE?

The COVID-19 pandemic has had devastating effect on ECCE and amplified its crisis. Young children have been deemed the greatest victims of the pandemic, experiencing the impact of on their immediate families, and because of stay-at-home orders of lockdowns, having been deprived of essential services to promote their health, learning and psychosocial well-being. Some children will start basic education without organized learning experiences to the detriment of their readiness for school. It was estimated that the closure of ECCE services has resulted in 19 billion person-days of ECCE instruction lost with 10.75 million children not being able to reach their developmental potential in the first 11 months of the pandemic.

What are the consequences on foundational learning?

ECCE is a pre-requisite for meeting the right to learn and to develop. In particular, access to pre-primary education is a basis for acquiring foundational learning including literacy, numeracy and socio-emotional learning. Yet, according to the recent estimate, about 64% of children in low- and middle-income countries cannot read and understand a simple story at age 10. The roots of this learning poverty start in ECCE and its lack of capacity to make children ready for school.

What is the situation regarding ECCE teachers and care staff?

As the calls grow for higher quality ECCE provision, teacher shortages and quality has received increasing attention. The number of teachers who received at least the minimum pedagogical teacher training, both pre-service and in-service, increased from 68% to 80% between 2010 and 2020. It is estimated that ECCE services need another 9.3 million full-time teachers to achieve the SDG target . Most Member States have established qualification requirements for ECCE teachers, while far less attention has been focused on ECCE teachers’ working conditions and career progression. The low social status, poor salaries and job insecurity of ECCE teachers and care staff tend to have an adverse impact on attracting and retaining suitably qualified early childhood educators.

What are the policies, governance and financing implications?

It is time for societies and governments to implement relevant policies to recover and transform their ECCE systems. ECCE is seen by many countries as a key part of the solution to a myriad of challenges including social inclusion and cohesion, economic growth and to tackle other sustainable development challenges. According to the 2022 Global Education Monitoring Report, 150 out of 209 countries have set targets for pre-primary education participation by 2025 or 2030. The proportion of countries that monitor participation rates in pre-primary education is expected to increase from 75% in 2015 to 92% in 2025 and 95% in 2030. It is expected that the pre-primary participation rate for all regions will exceed 90% by 2030. In Central and South Asia, East and South-East Asia, and Latin America and the Caribbean, participation rates are expected to be nearly 100%. At the same time, it is projected that participation rates in Northern Africa and Western Asia will be about 77% by 2030.

What are the obstacles to ensuring access to quality ECCE?

• Policy fragmentation: In many countries, ECCE policies and services are fragmented and do not leverage whole-of-government and whole-of-society approaches to addressing the holistic needs and rights of families and their young children. This is particularly challenging for national governments with limited resources, low institutional capacities and weak governance.
• Lack of public provision : Non-state provision of ECCE continues to grow in many contexts, and the role of non-state actors in influencing policy development and implementation is evident. Non-state actors provide a large proportion of places in pre-primary education. In 2000, 28.5% of pre-primary aged children were enrolled in private institutions, and this rose to 37% in 2019, a figure higher than for primary (19%) or secondary (27%) education.
• Insufficient regulation of the sector : Specific regulations and standards for ECCE are not in place in most countries. Regulations usually do not establish quality assurance mechanisms and those that do, tend not to focus on outcomes.
• Chronic underfunding : An average of 6.6% of education budgets at national and subnational levels were allocated to pre-primary education. Low-income countries, on average, invest 2% of education budgets in pre-primary education, which is far below the target of 10% by 2030 suggested by UNICEF. In terms of international aid, pre-primary education remains the least funded sector.

What are the solutions?

Political will and ownership are key to transforming ECCE. UNESCO’s review highlights progress in some countries, giving an indication of what is required to successfully strengthen the capacity of ECCE systems:

• Expanding and diversifying access : Increasing investment and establishing a legal framework to expand ECCE services are essential steps. Innovative ECCE delivery mechanisms such as mobile kindergartens with teachers, equipment for learning and play, have been deployed in some countries to reach remote areas and provide children with pre-primary education.  
• Enhancing quality and relevance : ECCE curriculum frameworks should cover different aspects of early learning and prepare children with essential knowledge, skills, and dispositions to transit smoothly to formal education.
• Making ECCE educators and caregivers a transforming force : For the transformation of ECCE to take place, ECCE educators need to be adequately supported and empowered to play their part.
• Improving governance and stakeholder participation : Countries have adopted different modes of governance. There are generally two systems that are followed, an integrated system and a split system.
• Using funding to steer ECCE development : Strengthening domestic public financing is important for providing affordable ECCE. Since ECCE services are offered by different ministries, there must be a clear demarcation of funding and financing rules for different sectors and different ministries. Innovative financing may include earmarking resources from economic activities and other sources.
• Establishing systems for monitoring and assessing whole-of-child development . System-level action in strengthening the availability and reliability of data obtained from assessments enables efficient and timely monitoring of programmes and child developmental milestones.
• Galvanize international cooperation and solidarity . The World Conference on Early Childhood Care and Education is an opportunity to mobilize existing global, regional, and national networks to increase focus on identifying and sharing innovations, policies and practices.

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21 Early Childhood Education Essay Topics (Best Titles)

During your studies, the time to write an essay on early childhood education may come. We’ve compiled a list of good and creative early childhood education essay topics to help you fasten the process.

What is Early Childhood Education?

Early childhood education is described as education combined with child care services provided to young people from the time they are born until they reach the age of eight. When it comes to early childhood education, children participate in a variety of educational environments throughout their early childhood years. Whenever someone learns that you are a student majoring in education, they can’t help but wonder why you want to become a teacher. Isn’t it true that teachers are underpaid?

Due to their enthusiasm for all aspects of teaching, most aspiring teachers are completely immersed in the world of education before enrolling in even the first college course in their field. Consequently, many teacher candidates have difficulty narrowing their emphasis on a particular issue to do research for their thesis paper as a result of this. Fortunately, there is a diverse range of domains available within the field of education from which to pick from. When picking a field to investigate more, think about what motivates you the most as an instructor and how you can benefit from studying more about a specific issue in greater depth.

Early Childhood Education Essay Topics

When writing an essay on the importance of early childhood education, here are some of the best topics you can choose from.

1. How does poverty impact a child’s education?

In addition to the kid’s health and nutrition, parental mental and physical participation, a facilitating family environment, child care, as well as neighborhood and school environments, poverty can have an impact on a child’s developmental trajectory. As a result of these variables, a kid may develop feelings of self-doubt, disinterest, and inability to create a healthy educational environment.

So, what steps can we take to begin providing outreach to these stunted children? In order to address the numerous variables that contribute to the educational stagnation of low-income students, several alternatives must be explored.

To lessen or remove the financial divide between education and students, we must first ensure that funding is directly responsive to the needs of students and educational institutions.

I’ve witnessed personally the dearth of books, as well as outdated and usable technology, available to pupils. It is impossible to expect students to recall all of the necessary curriculum if they are not provided with adequate resources in school. If our own instructors are not equipped with the necessary resources to educate, how can we expect to prosper when presented with the opportunity to pursue higher education?

2. The use of Technology in early childhood learning.

There is a great deal of disagreement in the educational community about the use of electronics and multimedia in the classroom, particularly when it comes to early childhood education. Should children as young as three years old be allowed to use computers? What is the appropriate age for a youngster to learn how to use an iPad before learning how to use the bathroom on his or her own? When doing this research, researchers would look not only at the past, but also at the future, as technology becomes increasingly pervasive in children’s daily life. In light of the fact that these ideas are relatively new to the field of education, any research that is conducted on the benefits of using technology in the classroom will assist to define the future of teaching in contemporary society.

3. The relationship between early childhood education and literary skills in high school.

As a small child grows, his or her environment has a significant impact on the abilities that he or she acquires.  The emergent literacy skills, that comprise phonological awareness, narrative awareness, alphabet knowledge, print concepts, vocabulary, and oral language, are part of the critical skills that will help these young learners prepare for their future.

It is possible to acquire these abilities through the home environment and early childhood school environments. Before kindergarten, children’s emergent literacy abilities are established, and they are predictive of a child’s later success in reading. There are a variety of elements that can influence whether or not a youngster is able to develop reading abilities.

4. Should the federal and state governments improve funding of early childhood learning?

Technology grants and philanthropic foundations are available to assist underserved communities. Because of its more user-friendly platforms, Apple initially had a monopoly on the market for educational applications of technology. For many educators, Apple continues to be the favored choice because of the discounts and additional possibilities that the company provides to its customers. Because of the numerous cross-platform software packages that have been produced, both Macintosh and Microsoft settings are increasingly being given equal access to current educational environments. Education decision-makers should remember that the future is unpredictable and that today’s smart buy may wind up on tomorrow’s garbage heap of obsolete technology, no matter which platform they chose.

5. Adverse Childhood Experiences and their Effects on High School Graduation Rates.

The shocking impact that adverse childhood experiences (ACEs) have on children and adults was shown in a landmark study that was initially published twenty years ago and has since gained widespread attention. Adults’ exposure to abuse, divorce, substance abuse, and other factors were found to be associated with a number of health risk factors, according to Andra et al (1998).

The Adverse Childhood Experiences (ACE) Study expanded our understanding of the long-term impacts of direct and indirect abuse, as well as the fact that children did not have to be abused themselves in order to suffer serious consequences to their physical, mental, and even social well-being in the long run.

6. The contribution of a child’s socioeconomic background to the success of early education.

In order for a child to acquire the necessary skills, his or her socioeconomic position must be taken into consideration. In addition, the child’s socioeconomic position will influence what resources are accessible at home and whether or not the parent or guardian is able to provide the child with the essential language and literacy exposure because they are constantly at work. Additionally, there are several other elements to consider, such as a child’s language handicap and prior adverse literacy experiences.

Therefore, to that extent, early childhood educators must conduct an in-depth investigation into the child’s family and community relationships in order to provide the best possible care. It is possible to use the outcomes of such investigations to optimize the teaching process and dissipate any negative connotations that may be detrimental to the child’s development.

On the other side, both the family and the community can work together to ensure the child’s future success in school and in the workplace. As a result, the educator must work to foster positive relationships with parents and members of the community for the children in his or her care.

7. Examining the benefits of daycare to young children

Early childhood educators, of course, are well aware of the significance of their work. Despite the fact that individuals may intuitively understand the relevance of early childhood education programs, research on the benefits of such programs places a quantifiable value on their significance, which has implications for funding. Participation in early education programs can have a variety of consequences for a kid.

Conducting longitudinal study on the potential future success of children in higher grades is essential to fully comprehending how a primary teacher’s efforts can result in long-term advantages for her students. This research can be done in a variety of ways.

The recognition of these consequences motivates teachers to do their best work every day and to constantly improve their approaches.

8. Does attending preschool improve a child’s vocabulary?

Following the completion of quality preschools, children have stronger self-regulation behavior and academic skills than their counterparts who do not participate in preschool. This is according to some new studies.

• Perks such as expanded vocabulary developed through socialization with other youngsters and a love of reading can provide children an advantage throughout their academic lives.
• By the time they reach high school, children who attend preschools where instructors receive additional training can still make academic gains of up to a quarter of a letter grade.
• With the start of a new school year in full swing, parents of preschool-aged children may be wondering whether or not sending their children to preschool makes a significant impact in their children’s development.

9. Contribution of early childhood learning to the cognitive development of young children.

In addition to assisting children in developing their individual cognitive, physical, emotional, and social skills, childhood care providers also assist instructors in responding to the unique requirements of each child in their care. One of the most important responsibilities of childhood care providers is to prepare children for school through curricula that assist children in developing their individual cognitive, physical, emotional, and social skills, and at the same time helps instructors respond to the unique requirements of each child in their care.

In this scenario, cognitive development is particularly important, since it provides youngsters with knowledge of topics such as measuring and patterns, forms and numbers, and counting strategies, among other things. The most effective way for children to develop in this area is through play.

As an example, a report from the Manitoba Early Learning and Childhood Curriculum Framework proposes that children’s cognitive and intellectual skills be developed through relevant activities – such as allowing them to experiment with a range of cardboard boxes and tube shapes.

10. The practices of early childhood teachers related to the use of dramatic play in learning environment.

A surprising finding from the research is that there is no single early childhood method that is intrinsically superior; rather, what matters most is that children are exposed to educational opportunities at the earliest feasible age. In spite of the fact that no single curriculum or pedagogical approach can be determined to be the most effective, children who participate in carefully planned, high-quality early childhood programs in which curriculum aims are specified and integrated across domains tend to learn more and are better prepared to master the complex demands of formal schooling.”

More essay topics on Early Childhood Education

11. The effects of school district policies on preventing maltreatment among early childhood learners.

12. The impacts of politics on the success of early childhood learning programs.

13. Exploring the problems of measuring the efficacy of ECE programs such as Head Start.

14. Evaluating the progress and transformation of early childhood learning.

15. Approaches to make early childhood curriculum effective.

16. What are the challenges facing early childhood learning in modern America?

Why Is Early Childhood Education Important for Children?

Early childhood education (ECE) plays a vital role in children’s development. It provides a strong foundation for later academic, social, and emotional growth.

During these formative years, a child's brain is like a sponge, absorbing new information and experiences at a remarkable rate. According to VeryWellMind, this critical period of brain development brings rapid cognitive, emotional, and physical growth for a child. It paves the way for greater learning capabilities.

Early childhood education programs and ECE educators prove invaluable during this critical time, offering structured, creative environments to nurture the developing child. Engaging in well-designed ECE programs equips children at this stage with the essential tools and skills they will need throughout their academic journey and life.

Cognitive Development in Early Childhood Education

It is important to provide children with stimulating environments and projects to enhance their cognitive abilities during their preschool years.

A key benefit of early childhood education is the support it provides to prepare children for entering kindergarten. Many ECE programs teach children to reason by incorporating problem-solving tasks, which helps to develop their critical thinking skills.

Effective childhood education also encourages children to explore their surroundings, which fosters curiosity and a sense of wonder. Imaginative play, such as pretending to be a doctor or a chef, allows a child to exercise creativity and develop an imagination.

In fact, a great deal of early learning takes place when young students are involved in different forms of play:

• Hands-on activities: These activities involve sensory play, art projects, science experiments, and construction using building blocks. Such activities encourage exploration, creativity, and an understanding of basic scientific concepts.
• Storytelling, reading, music, and dance: Reading and storytelling foster language skills, comprehension, and a love for literature. They also enhance imagination and listening abilities, while activities like singing, dancing, and playing simple musical instruments help young students to develop motor skills, rhythm, and self-expression.
• Group projects and collaborative activities: Working together on projects teaches kids skills such as cooperation, problem-solving, and teamwork.
• Exploration of new cultures and languages: Activities that introduce children to different cultures, languages, and customs broaden their understanding of the world and promote inclusion.
• Technology games and apps: Integrating age-appropriate technology like educational apps and interactive games during playtime enhances learning and tech literacy, which is a practical skill in today’s digital age.

Laying the Foundations for Literacy

A child’s early years lay the groundwork for more advanced literacy skills. During early childhood education, young students develop pre-reading abilities as they practice letter recognition and phonics, as well as building their vocabulary. Even at this young age, children are exposed to a rich language environment, which helps them learn how to communicate.

Long before they enter kindergarten, young students can begin to develop early math knowledge, such as counting, sorting, and recognizing shapes. This rudimentary knowledge supplies children with the necessary tools to sustain themselves academically as they eventually progress through school.

Enhancing Social and Emotional Growth

Social development is closely related to cognitive development. Young students who interact with their peers, share ideas, and collaborate on projects develop valuable social skills, including empathy, cooperation, and conflict resolution.

These social interactions further enhance cognitive abilities and contribute to children’s overall emotional well-being.

Recognizing Diverse Learning Needs

Quality early childhood care acknowledges young students as individuals whose cognitive development is as unique as their personalities. Educators must understand the importance of creating inclusive environments that cater to the various learning needs of each child.

As a result, teachers should provide differentiated instruction, adapting their teaching methods and lesson plans to suit the diverse learning styles of their students. Personalized teaching approaches ensure all children have the opportunity to thrive and reach their full cognitive potential.

Social and Emotional Growth in Early Childhood

An early childhood education program should provide a safe, nurturing environment for young students to develop their social and emotional skills. This type of environment encourages interactions with peers, teachers, and caregivers to build meaningful social connections and relationships. By integrating collaborative play in early childhood education, young students also learn to share, take turns, and cooperate effectively, which are among the biggest challenges for young students to learn.

Early childhood educators can further promote students’ emotional growth by teaching them how to identify and express their emotions in a healthy manner. This way, they learn how to manage their feelings and resolve conflicts peacefully.

Acquiring the ability to manage emotions and resolve conflicts help contribute to children’s emotional intelligence, a necessity for successfully navigating relationships and developing strong social bonds at any age. 

Key Factors in Early Childhood Social and Emotional Growth

Various factors are involved in a student's social, emotional, and academic growth. They include both direct and indirect influences that collectively shape a child's growth.

From the level of nurturing at home to the social and educational experiences at school, nearly every aspect of kids' lives guides them either closer to or further away from becoming well-rounded and capable individuals. Recognizing this intricate interplay is of the utmost importance for caregivers and early childhood educators.

Building Secure Relationships

Children’s social abilities are greatly influenced by the quality of the relationships they forge with early childhood educators such as preschool teachers. These relationships serve as the basis for a child’s sense of security and emotional well-being.

A child who feels supported and cared for is more inclined to develop trust, empathy, and effective communication. The security offered through their relationships helps to create a positive self-image and gives children resilience to overcome social challenges later on.

Furthermore, healthy relational dynamics allow children to practice cooperation, conflict resolution, and emotional regulation. It builds a strong foundation for their future interpersonal interactions and emotional health.

The Role of Free Play in a Child’s Life and Growth

Social and emotional growth are also fueled by participating in free play. “Free play” refers to recreational time, during which young people engage their imaginations. Free play allows them to explore their emotions, develop their creativity, and practice social interactions.

Whether they’re building a tower with blocks or pretending to be superheroes, kids learn important social skills such as negotiation, compromise, and empathy by playing.

The Importance of ECE Programs and ECE Staff

The importance of ECE programs in social and emotional growth cannot be overstated. These programs often incorporate storytelling, role-playing, and group discussions, through which young people learn how to recognize and understand their emotions.

However, a program of early childhood education is only as helpful as the adults who run it. The best early childhood educators demonstrate passion, creativity, and understanding in their work with young people.

These professionals bear the responsibility of supporting their students' social and emotional development during early childhood education. They must create a positive and inclusive classroom environment where everyone can feel valued and respected during their early childhood.

An early childhood educator or preschool teacher may accomplish this goal by serving as a model of positive behavior, and providing guidance during conflicts. Teachers can also encourage empathy to help children develop healthy relationships.

Studies indicate that children with well-developed social and emotional abilities during their early years tend to achieve greater academic success as they grow older. Similarly, these young people tend to experience fewer mental health concerns.

Social and emotional skills allow young students to maintain healthy relationships with each other and their families, manage stress, cope with challenges, and make responsible decisions.

The Role of Early Childhood Education in Preparing for School

Early childhood education programs serve as a bridge between home life with parental involvement and the more structured world of elementary school with teachers. Childcare centers and preschools provide environments that mirror the classroom to encourage adaptability and prepare children for future academic challenges.

These early educational settings also play a crucial role by imparting various skills necessary for healthy development. Young kids become accustomed to adhering to routines while they enhance their abilities to listen and follow instructions.

In addition, children learn to cooperate with others by actively participating in group activities. This early exposure to structured learning cultivates critical thinking and collaboration, which are essential for their proper development and lifelong learning.

Early childhood education also places a strong emphasis on developing self-help skills. Mastering tasks like getting dressed, independently using the restroom, and maintaining good hygiene gives children a sense of independence and self-reliance.

Moreover, a child’s education is fundamental in building confidence and autonomy. Early childhood education equips students with the self-assurance required to navigate the more formal and demanding environment of schooling. Such holistic development ensures children are ready – academically, emotionally, and socially – to transition to the next stage of life.

The Long-Term Benefits of Early Childhood Education

According to Learning Policy Institute, studies consistently demonstrate that children who are provided with high-quality early childhood education reap enduring benefits that last for years to come. Additionally, Learning Policy Institute notes that that children who have attended preschool or early childhood programs demonstrate better academic performance throughout their schooling years when compared to those who did not.

Early childhood education has also been linked to improved socio-economic outcomes in adulthood, according to Gray Group International. Evidently, individuals who receive a high-quality early education are more likely to graduate from high school, seek a degree, and pursue a career.

Ultimately, early childhood education can have a long-lasting, positive impact on a child's overall well-being and future endeavors.

Is Early Childhood Education the Right Path for You?

Early childhood educators help shape the lives of many young learners. They serve as a guidepost for parents and families during one of the most impactful times in children’s lives.

If you're inspired to begin your own ECE journey, consider looking into American Public University's early childhood education associate degree program. In this degree program, students explore the latest in educational practices and child development theories. Visit our Early Childhood Care and Education program page to explore the curriculum.

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Importance of Early Childhood Education Synthesis Essay

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Introduction

Discussion of key terms, literature review, recommendations.

Education plays a very important role in the early developmental stages of a child. It equips them with about their environment and various factors that affect their lives. Early childhood education is useful since it shapes the way a child develops. These early years in life of a child entails massive mental development. This type of education assists children to shape what they want to become in their future lives (Carma, Baxter & Imes, 2010). It is also important since it identifies talents in children early in life, and this makes it possible to nurture them as they grow.

However, there are issues that undermine the quality of early childhood education. These issues include malnutrition, poverty, and other health related issues. Some scholars have also reported that there are inadequate facilities and poor government planning of early childhood education in various countries. According to Currie (2001), many governments have not taken the issue of early childhood education seriously. Children living in poor families get fewer opportunities to attend early educational programs compared to the children from rich families. These concerns need to be addressed in order to ensure that every child gets equal chances of early education, to become a productive member of the society.

It is always important to have a clear understanding of some of the terms used in a piece of research to enhance its understanding among readers. Bullough (2001) defines education as a process where knowledge is imparted into a leaner by a teacher in an environment such as school, or other relevant places. It does not just entail formal classroom learning, but any other forums where knowledge can be passed from one person to the other.

Currie (2001) notes that although the term a child is always used to refer to individuals who are aged below 18 years, the term is popular with minors who have not reached adolescent stage. This scholar also states that early childhood are minors who are aged below eight years. According to Mouw and Weyrick (2008), early childhood education refers to the first three years of education, especially from the age of five to eight. This scholar also defines early childhood development as growth accompanied by expansion in knowledge of a child through a clear educational program.

Importance of Early Childhood Education

According to Laurie, Garrett, Buka (2004), education plays a pivotal role in shaping a child’s future in the current society. For this reason, there are certain targets that are set in order to improve the quality of knowledge that is given to children at their early stages of learning. According to Nomaguchi and Brown (2011), it is vital to take a keen interest when designing the nature of information that is given to children at early stages of learning. It is important to ensure that the kind of knowledge that is presented to them is easy to understand and meets the set standards at this level.

Bullough (2001) explains that the role of early childhood education is to ensure that a child is ready for school and he or she has cognitive skills, and develops emotional and social skills. Early childhood education is also important as it offers the less fortunate and the fortunate children in the society equal educational opportunities. It aims at providing children of all origins with equal educational opportunities. The less fortunate children may face financial problems, poverty, and other health related issues but early childhood education is crucial. It is the foundation upon which the destiny of child is decided in its future academic endeavors. When this is done properly, such a child will be able to excel at higher levels of education (Currie, 2001).

Early Childhood Development

According to Mouw and Weyrick (2008), the education in early years of a child is vital in the overall development of an individual. This means that the way a child is handled when young determines his development, and consequently the child’s behavior during maturity. The experiences, values, and virtues that a child acquires early in life play a significant role on his or her development. The article explains that the brain starts to function when a child is very young. Bullough (2001) states, “These early years are the times when the brain develops and much of its ‘wiring’ is laid down” (p. 12).

Children have the desire to learn and develop from other people and their surroundings. This means that positive experiences are necessary for the development of the child (Curby & Timothy, 2013). It also means that there are certain key things that determine the development of a child. When a child is exposed to a negative environment, it is very likely that his or her behavior as an adult will have a reflection of this negativity.

Determinants to Development of a Child

According to Bullough (2001), health of a child and the character of parents determine how the child will respond to education. The family values, parenting skills and their financial situations play a vital role in the development of a child. Additionally, the parents’ level of education, mental and physical health is also important in the development of a child. Another determinant to the development of a child is the immediate environment (Laurie, Garrett, Buka, 2004).

A peaceful environment is likely to help in positive development of a child, while violent and unsafe surroundings may affect this positive development. Culture shapes the values and ethics an individual will have in future (Nomaguchi & Brown, 2011). There are various cultural practices that require a child to be educated in a certain way. This may lead to different people having different values, virtues, and code of ethics.

Early Childhood Development Skills

There are certain skills taught early in life such as music and arts that are vital in a child’s development. Early childhood education aims at producing an all rounded child. Bullough (2001) says children should be allowed to express themselves through art. In the same light, it is also important for a child to appreciate the skills of others. This will inform them about different cultures and promote understanding of their environment. At this stage, art may involve drawing with crayon, making a collage, or modeling with clay.

The most important thing about art in early education is that it works towards the development of an all rounded person. Letting children express themselves through art enables them to choose the materials they will use in making an item of their preference (Curby & Timothy, 2013). The decisions that they make is a vital step towards enabling them to have independence in decision making. It teaches them about responsibility which is an important life skill.

According to Carma, Baxter and Imes (2010), children should be encouraged to express in more than just oral communication. This is so because it enables the educators read their mind easily. In addition, art boosts self-esteem and confidence of children (Curby & Timothy, 2013). Musical skills are also important in the development of a child. According to Mouw and Weyrick (2008), early childhood development is the time when children discover many things in their surroundings. Music and art helps children to understand the new things they encounter. Music helps in memorization leading to quick learning.

Goals of Early Childhood Education

According to Laurie, Garrett, Buka (2004), early childhood education aims at developing a child who is fully equipped with necessary learning skills for higher learning stages. For this reason, early childhood education is used to prepare children for education, develop them socially and emotionally, and improve their cognitive skills. Nomaguchi and Brown (2011) support this argument by stating that early childhood education teaches a child about the use of hands and body to communicate.

In addition, a child also learns on how to respect adults and peers at this stage. This means that early childhood education is essential in the development of social skills by teaching children how to relate with people in the society. Therefore, it focuses on helping people from different cultures to respect and understand each other. It also teaches children on how to resolve conflicts by equipping them with problem solving skills. This is done by teaching them on what is wrong and right.

A child can be able to learn about the law and the socially acceptable behavior at this stage. According to Miquela (2008), early childhood education teaches a child how to communicate with their superiors, and also understand why people behave differently. Additionally, one can develop self-awareness, identifying his or her strengths and weaknesses. It also helps in building self-confidence of children and gives them a sense of belonging in the world of different cultures. At the end of the program, children should be able to take care of themselves, communicate effectively, respect one another, and identify their interests.

Requirements for the Support of Early Childhood Education

According to Laurie, Garrett, Buka (2004), early childhood education needs the support of everyone in the society. This starts from the family at home, the school they attend, and the people they encounter daily. The society needs to ensure safety of children and make sure that they are healthy. Additionally, the materials that children are exposed to should be carefully monitored for a sound mind development. Children learn most things by seeing and hearing what other people around them do and say (Levinowitz, 1999).

For this reason it is important for a child to have a role model around for proper growth. This role model should support the child by believing in him or her, and providing support through challenges. People, including the educators, should appreciate the uniqueness of each child and give each child indiscriminate attention. Materials for learning should also be availed to them in their early learning stages. They should be encouraged to interact with other children under the supervision of caring, patient and understanding adults.

It is important to note that children are different and they develop at different rates (Curby & Timothy, 2013). The level of understanding and comprehension also differs amongst children. The government needs to step in and provide infrastructures such as schools and hospitals specifically for childhood development. Children from rich families have better environments to develop compared to those from poor families. The government needs to ensure that the opportunities the children get as far as early childhood development is concerned are approximately the same. Guardians should also teach the children where they are coming from and what is expected of them throughout their lives (Laurie, Garrett, Buka, 2004).

Challenges of Early Childhood Development and Education

Bullough (2001) says that health, poverty and unemployment in the society are major problems that affect early childhood education and development (Currie, 2001). Health and physical state of a child and parents determines ability to learn. Deaf, mute, crippled, and chronically ill children will find it difficult to cope with other normal children in the society. On the other hand, parents who are ill or have a disability will raise their children differently from the other parents.

This in turn, leads to children developing with different levels of abilities. Poverty and unemployment hinders the quality of life and attention a parent gives to the child (Bolen, 1989).Parents are therefore, encouraged to plan their families so that they can be comfortable when raising their children. However, the situation in many countries is that many children lack people who can appropriately monitor their development.

Early childhood education is very important in the overall development of a child. During this stage, a child’s mind develops very fast through general observation of their immediate environment. They learn by seeing what others do or say. This means that it is at this stage that educators should be keen on instilling values in a child that would define its personality in future. When a child is given a solid foundation during early childhood education, it will find it easy for him or her to learn at advanced stages. However, poor development at this stage may affect mental capacity and social behavior of a person at advanced stages.

• People should take responsibility in the development of children, not only their own but every child around them.
• Children should be exposed to material that will help them have a sound mind. This means that people should not wait for help from outside, but strive to provide an educational environment for the children.
• Many governments try to intervene with a person’s education later in life. Such programs include adult training and technical education programs for school dropouts. Most of these programs have been unsuccessful and the results are poor. For this reason, early childhood education should be a serious concern for the government.
• Early intervention is beneficial since one can be able to identify the problem and shape a child to be a responsible and productive person in the society. Parenting and guardianship should also be carefully monitored to reduce the number of children that are mistreated.
• There should be an expansion of the early childhood education programs and facilities. This should be developed to ensure there is universal and quality early childhood education.
• Children should also be exposed to different environmental settings, and be encouraged to play with other children. Children services are a good step towards promoting early childhood education, and these services should be expanded.
• In addition, every person should take it upon themselves to ensure a healthy development of the future generation. In this light, relevant institutions should publicly educate people on healthy upbringing of children.

Bolen, L. (1989). The Importance of the Arts in the Early Childhood Curriculum. Dimensions, 18(1), 11-14.

Bullough, R. (2001). Student Cohorts, School Rhythms, and Teacher Education. Teacher Education Quarterly , 28(2), 97-110.

Carma, L., Baxter, L., & Imes, W. (2010). Parental Rule Socialization for Preventive Health and Adolescent Rule Compliance. Journal of Family Relations , 59(1), 1-13.

Curby, W., T. & Timothy, L., L. (2013). Teachers’ emotional consistency matters for preschool children. Early Education and Development, 24(1), 292-309.

Currie, J. (2001). Early childhood education programs. Journal of Economic Perspectives, 15(2), 213–238.

Laurie T., Garrett M., Buka, L. (2004). Cognitive Performance in Childhood and Early Adult Illness: A Prospective Cohort Study. Journal of Epidemiology and Community , 58(8), 674-679.

Levinowitz, L., M. (1999). The importance of music in early childhood. Music Educators Journal, 86(1), 17-18.

Miquela, R. (2008). The Importance of Quality Early Childhood Education. Education Digest: Essential Readings Condensed for Quick Review, 74(3), 61-63.

Mouw, M., & Weyrick, L. (2008). A Community Plans for the Health of Its Children. The American Journal of Nursing , 48(12), 776-779.

Nomaguchi, M., & Brown, S. (2011). Parental Strains and Rewards among Mothers: The Role of Education. Journal of Marriage and Family , 73(3), 621-636.

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Early Childhood Education - List of Free Essay Examples And Topic Ideas

Early childhood education (ECE) plays a crucial role in laying the foundation for lifelong learning and development. Essays could explore the key principles of ECE, its benefits, and the different pedagogical approaches used. The discussion might also delve into the accessibility and quality of early childhood education across different socioeconomic groups, exploring the long-term implications on educational attainment and social mobility. An analysis of policy frameworks governing ECE, the investment in early childhood education infrastructure, and the training and professional development of ECE educators could be discussed. Moreover, a comparative analysis of early childhood education models across different countries and cultures can provide insights into the varied approaches and their outcomes, contributing to a comprehensive understanding of early childhood education and its significant impact on individuals and society. A substantial compilation of free essay instances related to Early Childhood Education you can find in Papersowl database. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

Benefits of Early Childhood Education

“If school is about learning, and learning starts at birth, then the idea that we expect Kindergarteners to meet their first teachers at age five is all wrong (English, 2018)”. There is increasing research being facilitated on early education with specific emphasis on the overall benefits it has on children. The range of benefits discussed in recent research include academic achievement, behavior, educational progression and attainment, delinquency and crime, and labor market success, among other domains (RAND, 2005). While much […]

What is Early Childhood Education?

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Early childhood language and literacy development for the children aged 0-8 years old is strongly influenced by the linguistic environment of the child. ""Many educators and researchers have attempted to address the literacy skills that children will need to succeed in the 21st century and, in doing so, have discovered something of a paradox. Young children these days are so immersed into Ipads and smart phones, (which their little hands can easily hold and navigate by swiping) that they learn […]

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About the Early Childhood Education

The inspiration to join early childhood education is the children. They are unique in certain ways. Children are God best gift. I believe that we can cultivate many wonderful skills in children. Before this, I went to Culinary arts programme. My initial plan was to do cooking classes for children. I finally realize that it is important for me to join this BCE because I have to learn child psychology and development first. The cooking skills I can easily acquire […]

How does Poverty Impact a Child’s Education?

Poverty can mold a child's development in result of a child's health and nutrition, parental mental and physical involvement, stimulating home environment and child care, also neighborhood and school conditions. These factors can cause a child to become self-doubting, uninterested and unable to maintain a healthy education. So how can we begin to provide an outreach for these stunted children? There are complex factors that result in the stunting in education for low-income student, require several solutions. To reduce or […]

Adverse Childhood Experiences and their Effects on High School Graduation Rates

Introduction The startling effect adverse childhood experiences (ACEs) have on children and adults came to light in a groundbreaking study first published twenty years ago. Andra et al. reported a strong link between exposure to abuse, divorce, substance abuse, and more to several health risk factors in adults (1998). The Adverse Childhood Experiences (ACE) Study opened our eyes to the long-term impact of direct and indirect abuse and how child did not have to be abused themselves to suffer serious […]

Early Childhood Providers as Adult Learners

Early childcare providers can be a child's first teacher. The quality of early childcare depends on the education and skills of the childcare provider. Multiple research studies link positive outcomes for young children with higher levels of teacher education (Garavuso, 2016, p. 182). A college degree is usually not a requirement to care for young children, yet when childcare providers show evidence of a college degree, the result can be two fold, quality early care for children and higher pay. […]

What is CW-FIT?

Caldarella, Hansen, Williams and Wills (2014) conducted a study to investigate the effects of CW-FIT implemented in early elementary school classrooms. Participants in the study included five teachers and 76 students. 17 of the 76 students were at risk of developing EBD. The researchers used a quasi-experimental non-equivalent control group design. The dependent variables for this study were student and teacher behaviors that included teacher praise, teacher reprimands, disruptive student behavior, group on task and student engagement. Teacher praise and […]

The Field of Early Childhood

A Mission Statement for the Field of Early Childhood The early childhoodfield consists of five sectors. ""The sectors are Head Start, Chid Care, Health and Well Being of Children and Families, Research and Academia in the Early Childhood Field and Public Early Childhood Education, Each sectors talks about the goals and accomplishment, history, contributors, history and current issues"" (Laureate Education). Summary of five sctors goals Head Start is a program that is funded by the federal government to serve children […]

Mental Representation of 3-year-old Male Child

At an early age of 3-5, the majority of students are enrolled in either Pre-Kindergarten or Kindergarten. At this point in time, these years are critical for growth in reading. Primarily, at this age, students will know the names of their favorite books, be capable of holding the book, and recall familiar words and phrases. Some might even be readily prepared to predict what happens next in the book or retell a familiar story. However, at this age, children are […]

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Prepubescence, often overshadowed by its more dramatic successor, adolescence, is a fascinating and crucial stage in human development. Typically covering the years from about six to twelve, this phase is more than just a prelude to teenage angst and hormonal surges. It's a period of profound growth, learning, and exploration, where the foundations of a person's character and abilities are laid down. Let’s delve into this less-discussed but equally important stage of life, exploring what makes it so unique and […]

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Let's chat about something that's the heartbeat of early childhood education – the NAEYC Code of Ethical Conduct. This isn't just another set of rules. It's a compass that guides educators through the joyful yet challenging journey of teaching little ones. Think of it as the secret sauce that makes a great early childhood educator. First off, why do we even need a specific ethical code for teaching tots? Well, when you're shaping young minds, every decision, every action can […]

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Becoming a Teacher: What I Learned about Myself During the Pandemic

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Introduction to the Article by Andrew Stremmel

Now, more than ever, we need to hear the voices of preservice teachers as well as in-service teachers during this pandemic. How has the pandemic affected them? In what ways has the pandemic enabled them to think about the need to really focus on what matters, what’s important? What were the gains and losses? These are very important questions for our time.  In this essay, Alyssa Smith, a senior studying early childhood education, attempts to address the lessons learned from her junior year, focusing on the positive aspects of her coursework and demonstrating an imaginative, growth mindset. This essay highlights the power of students’ reflection on their own learning. But I think it does so much more meaningful contemplation than we might expect of our students in “normal” times. Alyssa gains a new appreciation for this kind of active reflection—the opportunity to think more critically; to be more thoughtful; to stop, step back, catch her breath, and rethink things. As a teacher educator and her mentor, I believe this essay represents how the gift of time to stop and reflect can open space to digest what has been experienced, and how the gift of reflective writing can create a deeper level of thinking about how experiences integrate with one’s larger narrative as a person.

About the Author

Andrew Stremmel, PhD, is professor in early childhood education at South Dakota State University. His research is in teacher action research and Reggio Emilia-inspired, inquiry-based approaches to early childhood teacher education. He is an executive editor of  Voices of Practitioners .  

I’ve always known I was meant to be a teacher. I could feel my passion guide my work and lead my heart through my classes. So why did I still feel as if something was missing? During the fall of my junior year, the semester right before student teaching, I began to doubt my ability to be a great teacher, as I did not feel completely satisfied in my work. What I did not expect was a global pandemic that would shut down school and move all coursework online. I broke down. I wanted to do more than simply be a good student. I wanted to learn to be a great teacher. How was I supposed to discover my purpose and find what I was missing when I couldn’t even attend my classes? I began to fret that I would never become the capable and inspirational educator that I strived to be, when I was missing the firsthand experience of being in classrooms, interacting with children, and collaborating with peers.

It wasn’t until my first full semester being an online student that I realized the pandemic wasn’t entirely detrimental to my learning. Two of my early childhood education courses, Play and Inquiry and Pedagogy and Curriculum, allowed limited yet meaningful participation in a university lab school as well as engagement with problems of substance that require more intense thinking, discussion, analysis, and thoughtful action. These problems, which I briefly discuss below, presented challenges, provocations, possibilities, and dilemmas to be pondered, and not necessarily resolved. Specifically, they pushed me to realize that the educational question for our time is not, “What do I need to know about how to teach?” Rather, it is, “What do I need to know about myself in the context of this current pandemic?” I was therefore challenged to think more deeply about who I wanted to be as a teacher and who I was becoming, what I care about and value, and how I will conduct myself in the classroom with my students.

These three foundations of teaching practice (who I want to be, what I value, and how I will conduct myself) were illuminated by a question that was presented to us students in one of the very first classes of the fall 2020 semester: “What’s happening right now in your experience that will help you to learn more about yourself and who you are becoming?” This provocation led me to discover that, while the COVID-19 pandemic brought to light (and at times magnified) many fears and insecurities I had as a prospective teacher, it also provided me with unique opportunities, time to reflect, and surprising courage that I feel would not otherwise have been afforded and appreciated.

Although I knew I wanted to be a teacher, I had never deliberately pondered the idea of what kind of teacher I wanted to be. I held the core values of being an advocate for children and helping them grow as confident individuals, but I still had no idea what teaching style I was to present. Fortunately, the pandemic enabled me to view my courses on play and curriculum as a big “look into the mirror” to discern what matters and what was important about becoming a teacher.

As I worked through the rest of the course, I realized that this project pushed me to think about my identity as an educator in relation to my students rather than simply helping me understand my students, as I initially thought. Instead, a teacher’s identity is formed in relation to or in relationship with our students: We take what we know about our students and use it to shape ourselves and how we teach. I found that I had to take a step back and evaluate my own perceptions and beliefs about children and who I am in relation to them. Consequently, this motivated me to think about myself as a classroom teacher during the COVID-19 pandemic. What did I know about children that would influence the way I would teach them?

I thought about how children were resilient, strong, and adaptable, possessing an innate ability to learn in nearly any setting. While there were so many uncertainties and fear surrounding them, they adapted to mask-wearing, limited children in the classroom, and differentiated tasks to limit cross-contamination. Throughout, the children embodied being an engaged learner. They did not seem to focus on what they were missing; their limitless curiosity could not keep them from learning. Yet, because young children learn primarily through relationships, they need some place of learning that helps them to have a connection with someone who truly knows, understands, and cares about them. Thus, perhaps more than any lesson, I recognized my relationship with children as more crucial. By having more time to think about children from this critical perspective, I felt in my heart the deeper meaning children held to me.

My compassion for children grew, and a greater respect for them took shape, which overall is what pushed me to see my greater purpose for who I want to be as an educator. The pandemic provided time to develop this stronger vision of children, a clearer understanding of how they learn, and how my identity as a teacher is formed in relationship with children. I don’t think I would have been able to develop such a rich picture of how I view children without an in-depth exploration of my identity, beliefs, and values.

In my curriculum course, I was presented a different problem that helped me reflect on who I am becoming as an educator. This was presented as a case study where we as students were asked the question, “Should schools reopen amidst the COVID-19 pandemic?” This was a question that stumped school districts around the nation, making me doubt that I would be able to come up with anything that would be remotely practical. I now was experiencing another significant consequence of the pandemic: a need for new, innovative thinking on how to address state-wide academic issues. My lack of confidence, paired with the unknowns presented by the pandemic, made me feel inadequate to take on this problem of meaning.

To address this problem, I considered more intentionally and reflectively what I knew about how children learn; issues of equity and inequality that have led to a perceived achievement gap; the voices of both teachers and families; a broader notion of what school might look like in the “new normal”; and the role of the community in the education of young children. Suddenly, I was thinking in a more critical way about how to address this problem from the mindset of an actual and more experienced teacher, one who had never faced such a conundrum before. I knew that I had to design a way to allow children to come back into a classroom setting, and ultimately find inspiration for learning in this new normal. I created this graphic (above) to inform families and teachers why it is vital to have students return to school. As a result, I became an educator. I was now thinking, feeling, and acting as a teacher. This case study made me think about myself and who I am becoming as a teacher in a way that was incredibly real and relevant to what teachers were facing. I now found inspiration in the COVID-19 pandemic, as it unlocked elements of myself that I did not know existed.

John Dewey (1916) has been attributed to stating, “Education is not preparation for life; education is life itself.” Learning may begin in the classroom, but it does not end there. Likewise, teaching is not a role, but a way of being. The ability to connect with children and to engage them meaningfully depends less on the methods we use than on the degree to which we know and trust ourselves and are willing to share that knowledge with them. That comes through continually reflecting on who we are in relation to children and their families, and what we do in the classroom to create more meaningful understanding of our experiences. By embodying the role of being an educator, I grew in ways that classroom curriculum couldn't prepare me for. Had it not been for the pandemic, this might not have been possible.

Dewey, J. 1916. Democracy and Education: An Introduction to the Philosophy of Education . New York: MacMillan.

Alyssa Marie Smith  is currently an early childhood education student studying at South Dakota State University. She has been a student teacher in the preschool lab on campus, and now works as a kindergarten out of school time teacher in this same lab school. In the fall, she plans to student teach in an elementary setting, and then go on to teach in her own elementary classroom.

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Early Childhood Education Essay

Type of paper: Essay

Topic: Education , Activism , Advocacy , Knowledge , Family , Childhood , Development , Children

Published: 03/19/2020

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Early childhood education is a profession and not just glorified babysitting. Early childhood is a branch of education that deals with studying children from birth to age eight. The children in this age category have different needs from older children. Early childhood professionals combine care and education in many different programs. They strive to educate the whole child by taking into consideration their body, mind, and feelings. They ensure that the educational goals are designed to help each child realize their potential. Professionals also recognize that children cannot get separated from the social context, for example, family, culture, and society. Professionals look at the science of child development that includes what children need and how they learn and develop. They also rely a lot on research so as to distinguish science from myths. People not trained in early childhood education tend to rely more on their assumptions, background, and experience. For instance, someone with no knowledge on child development may expect a child to act older than they are. Early childhood professionals know the appropriate behavior expectations for each development stage in children (Mena, 2003). Research gives childhood practitioners essential knowledge that they require to make decisions on behalf of young children and families. The results on the research can influence public policies especially if shared with other childhood practitioners. Children tend to benefit a lot from research especially if it is used appropriately and thoughtfully (National Association for the Education of Young Children, 2014). Professionals in the early childhood development influence the field by conducting research, advocacy, and policy and giving current news in early childhood (Hatch, 2013). Advocacy is supporting issues among audience such as the general public, media and key opinion leaders. It includes activities such as educating people on a topic or working out a solution to the problem. There are different types of advocacy, for instance, case advocacy can be about intervening to address an individual child’s or family problem. Administrative advocacy can include creating policies, revising guidelines and resolving problems by changing rules and regulations (Ounce of Prevention Fund, 2009). My career goals in this field are to help children and families by advocating change in policies especially to help those from poor backgrounds. Children should have access to resources and equal opportunities regardless of their background. I hope to gain the right skills and knowledge that will help in my career. What skills do you have that will distinguish you in the early childhood field? What difference would you like to make in this field?

Hatch. (2013). Early Childhood Organizations. Retrieved from http://hatchearlylearning.com/resources/early-childhood-organizations/ Mena, J. G. (2003). Foundations of Early Childhood Education: Teaching Children in a Diverse Society. Retrieved from http://novellaqalive2.mhhe.com/sites/dl/free/0073525871/437999/gonz_chapter_01.pdf National Association for the Education of Young Children. (2014). Using Early Childhood Research. Retrieved from http://www.naeyc.org/research/using Ounce of Prevention Fund. (2009). Early Childhood Advocacy Toolkit. Retrieved from http://www.ounceofprevention.org/advocacy/pdfs/EarlyChildhoodAdvocacyToolkit.pdf

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Theories of Child Development and Their Impact on Early Childhood Education and Care

• Published: 29 October 2021
• Volume 51 , pages 15–30, ( 2023 )

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Developmental theorists use their research to generate philosophies on children’s development. They organize and interpret data based on a scheme to develop their theory. A theory refers to a systematic statement of principles related to observed phenomena and their relationship to each other. A theory of child development looks at the children's growth and behavior and interprets it. It suggests elements in the child's genetic makeup and the environmental conditions that influence development and behavior and how these elements are related. Many developmental theories offer insights about how the performance of individuals is stimulated, sustained, directed, and encouraged. Psychologists have established several developmental theories. Many different competing theories exist, some dealing with only limited domains of development, and are continuously revised. This article describes the developmental theories and their founders who have had the greatest influence on the fields of child development, early childhood education, and care. The following sections discuss some influences on the individuals’ development, such as theories, theorists, theoretical conceptions, and specific principles. It focuses on five theories that have had the most impact: maturationist, constructivist, behavioral, psychoanalytic, and ecological. Each theory offers interpretations on the meaning of children's development and behavior. Although the theories are clustered collectively into schools of thought, they differ within each school.

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Although Watson was the first to maintain explicitly that psychology was a natural science, behaviorism in both theory and practice had originated much earlier than 1913. Watson offered a vital incentive to behaviorism, but several others had started the process. He never stated to have created “behavioral psychology.” Some behaviorists consider him a model of the approach rather than an originator of behaviorism (Malone, 2014 ). Still, his presence has significantly influenced the status of present psychology and its development.

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Opinion | Education Workforce

Early educators deserve better, starting with health care and retirement benefits, by hayley village     may 22, 2024.

Illustration Forest / Shutterstock

About two years ago, I had a health crisis that not only jeopardized my well-being, but also threatened the continuity of care for the families I serve as the owner of a home-based child care program.

One day when I was cleaning up at the end of a work day, I began experiencing heart palpitations and difficulty breathing. After a number of medical visits, I was hospitalized and eventually diagnosed with atrial fibrillation (AFIB) — a condition which can lead to blood clots and a risk of stroke or a heart attack. My doctors put me on heart medicine as a first step, but things worsened. Since then, I’ve had a number of procedures including a surgery on my heart.

Left with no choice, I took a leave of absence to get treatment and recuperate. To keep the program running, I relied on my adult daughters, who chose to move back in with me and work alongside the part time teacher I employ.

As a longtime early childhood educator who has been nurturing young minds for four decades, I’m aware of the many challenges of the profession, from compensation to staffing to a lack of respect for the work. But this experience left me wondering — where is my safety net when I fall ill or seek retirement as an early childhood educator?

Desperate to keep my program open, even though I couldn’t work myself, I sought financial assistance. I received state disability benefits back in 2022, when my health crisis began, but it wasn’t renewed the subsequent year. The lack of support has left me feeling frustrated and embarrassed, especially considering my long-standing service to the community.

Sadly, my experience is not uncommon. According to a survey administered to more than 350 early childhood educators by the National Association for Family Child Care (NAFCC) — a nonprofit that supports home-based early learning programs like mine — only 16 percent of respondents reported that their income allowed them to afford essential benefits like retirement and health insurance.

While some states are taking steps to address various elements of the child care crisis, the reality remains: We are undervalued and overlooked. With the average child care worker earning just $32,070 annually, fair compensation, benefits and federal support are imperative. It's time to recognize the vital role we play and provide us with the support we deserve.

The absence of adequate support for the early childhood workforce resonates throughout the entire child care system, impacting early educators, children and families. When experienced professionals like myself are forced to step away due to health concerns or lack of financial stability, it disrupts the consistency and quality of care for the children we serve. Families are left scrambling to find alternative arrangements, and the relationships we’ve built with them are jeopardized.

Moreover, the challenges faced by early educators extend beyond financial strains. For me, the emotional toll of navigating a health crisis without a safety net was overwhelming. I entered this profession out of a genuine passion for supporting our littlest learners, but the constant stress and uncertainty of knowing whether I’d be able to keep the doors open took a toll on my well-being. I deserve better. We all do.

Addressing these systemic issues requires a multifaceted approach. First, there must be increased investment in the child care sector to ensure that early educators are compensated fairly for the invaluable work we do. This includes not only raising wages, but also providing comprehensive benefits such as health insurance and retirement plans. Additionally, there needs to be greater awareness and advocacy surrounding the unique challenges faced by those of us in the profession, with a focus on implementing policies that prioritize the well-being of child care providers and the children in their care.

As for me, I’m still recovering and have a number of physical limitations, but thankfully, I’ve been able to keep my program running and have taken a more active role in advocating for early childhood educators. I have sat on advisory boards to communicate the needs of family child care providers, shared my voice as a panelist on these issues and reached out to my mayor and local council to get involved. I am learning more about child care policies and how I, as a family child care educator, can make change.

I’ve spent my entire career supporting children and their families, first as an early educator and then as the owner of my own early learning program. Next year will mark 20 years since I started working for myself, and it was one of the best decisions I have made. It hasn’t been easy; however, I am extremely proud of the program I have created. It is one where children are safe and loved, and where parents have peace of mind while they’re away from their babies. I will continue to raise my voice and advocate for all early educators. It's time for us to be recognized, supported and valued as essential contributors to society.

Hayley Village is the owner and operator of It Takes a Village Children & Family Services, a child care program in San Mateo, California.

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 01 Jun 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development .

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy , with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

<< Previous page

Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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Savvino-storozhevsky monastery and museum.

Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.

Belfry and Neighbouring Churches

Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.  

To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.

Nativity of Virgin Mary Cathedral

The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.

Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.

Tsaritsa's Chambers

The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.

At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.

Palace of Tsar Alexis

The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.

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Coordinates of Elektrostal in decimal degrees

Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.

Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).

Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.

Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .

Elektrostal , Moscow Oblast, Russia