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Early Childhood Care and Education in Low- and Middle- Income...
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Early Childhood Care and Education in Low- and Middle- Income Countries

A special issue of Children (ISSN 2227-9067).

Deadline for manuscript submissions: closed (10 February 2024) | Viewed by 8421

Special Issue Editors

Prof. Dr. Nirmala RAO

E-Mail Website
Guest Editor
Faculty of Education, The University of Hong Kong, Hong Kong SAR, China
Interests: child development; early childhood education; educational psychology; equity, equality and social justice in education; parents and family issues in education
Prof. Dr. Caroline Cohrssen

E-Mail Website
Guest Editor
School of Education, University of New England, Armidale, NSW 2350, Australia
Interests: children’s learning; home learning environment; early childhood education and care settings; teaching practice; pre- and post-qualification early childhood practitioners’ professional learning

Special Issue Information

Dear Colleagues,

The foundations of human development are set in the first few years of life, and research in the fields of neuroscience, economics, and educational sciences has provided compelling reasons to invest in these early years. Programme evaluation research has indicated that participation in early childhood programmes promotes child outcomes in high-, middle-, and low-income countries. This Special Issue concerns factors within early childhood care and education systems that are associated with positive child outcomes in low- and middle-income countries. Its release is particularly timely, as the second World Conference on Early Childhood Care and Education will be held in November 2022. This conference will showcase key enablers, good practices, and scale-up of proven ECCE programmes and innovations worldwide.

This Special Issue aims to collect 12 case studies of effective early childhood care and education programmes conducted in low- and middle- income countries. It will add to the policy and research base on early education programmes and disseminate findings on effective early childhood education programmes.

The chosen case studies will describe the chosen policy or programme, provide evidence of its effects or non-effects, and analyse the reasons for the results. Policies can include those designed to improve the access, equity, and quality of ECE programmes. The cases can include examples from multiple contexts or countries. Short communications are also welcome.

Prof. Dr. Nirmala Rao
Prof. Dr. Caroline Cohrssen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • low- and middle- income countries
  • early childhood education
  • early childhood care and education
  • preschool
  • kindergarten
  • areas
  • access
  • equity
  • quality
  • early childhood policy
  • early childhood workforce
  • finance
  • governance
  • early childhood curriculum areas
  • working with parents
  • transition to primary school

Published Papers (5 papers)

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Research

20 pages, 254 KiB  
Article
Using Implementation Research to Inform Scaling of Parenting Programs: Independently Conducted Case Studies from Zambia and Bhutan
by Frances Aboud, Karma Choden, Given Hapunda, Francis Sichimba, Ania Chaluda, Rafael Contreras Gomez, Rachel Hatch, Sara Dang, Karma Dyenka, Cecilia Banda and Carina Omoeva
Children 2024, 11(4), 477; https://doi.org/10.3390/children11040477 - 16 Apr 2024
Viewed by 618
Abstract
Two case studies of parenting programs for parents of children 0 to 36 months of age, developed and implemented by Save the Children/Ministry of Health/Khesar Gyalpo University in Bhutan and UNICEF Zambia, were conducted by an independent research group. The focus was on [...] Read more.
Two case studies of parenting programs for parents of children 0 to 36 months of age, developed and implemented by Save the Children/Ministry of Health/Khesar Gyalpo University in Bhutan and UNICEF Zambia, were conducted by an independent research group. The focus was on how program delivery and scale-up were revised on the basis of feedback from implementation research. Feedback on workforce delivery quality was based on observations of deliveries using a monitoring form, as well as survey and interview data collected from the workforce. In-depth interviews with the resource team during the fourth year of implementation revealed how the feedback was used to address horizontal and vertical scaling. Delivery quality was improved in some cases by revising the delivery manual, offering refresher courses, and instituting regular monitoring. Scaling challenges in Zambia included slow progress with regard to reaching families in the two districts, which they addressed by trialing group sessions, and stemming workforce attrition. The challenges in Bhutan were low attendance and reducing the workload of providers. Vertical scaling challenges for both countries concerned maintaining demand through continuous advocacy at community and government levels to sustain financing and to show effectiveness in outcomes. Full article
(This article belongs to the Special Issue Early Childhood Care and Education in Low- and Middle- Income Countries)
17 pages, 812 KiB  
Article
Promoting Equity in Access to Quality Early Childhood Education in China
by Nirmala Rao, Yi Yang, Yufen Su and Caroline Cohrssen
Children 2023, 10(10), 1674; https://doi.org/10.3390/children10101674 - 10 Oct 2023
Viewed by 1289
Abstract
This paper reviews the Chinese government’s efforts and progress towards ensuring equitable access to quality early childhood education (ECE). It begins with an overview of the Chinese context and analysing the reasons for a policy focus on ECE in recent decades. Thereafter, from [...] Read more.
This paper reviews the Chinese government’s efforts and progress towards ensuring equitable access to quality early childhood education (ECE). It begins with an overview of the Chinese context and analysing the reasons for a policy focus on ECE in recent decades. Thereafter, from a historical perspective, it critically reviews policies pertaining to enhancing access to and the quality of ECE in China since 2010. Nationally representative data are used to document policy implementation. Our analyses of national policies and representative data suggest that the state considers ECE a public good. This is evident from policy changes, efforts to bridge urban–rural disparities, fiscal allocations to the most economically disadvantaged groups, and strategies to enhance the quality of ECE.A significant focus on policy implementation with improved regulation and monitoring of services provided by both state and non-state actors was found. However, it is evident that gaps persist between urban and rural areas regarding infrastructure and resourcing, gross enrolment rates, and teacher–child ratios. That stated, the momentum that has driven policy change and the dramatic gains demonstrates the priority accorded to ECE. Full article
(This article belongs to the Special Issue Early Childhood Care and Education in Low- and Middle- Income Countries)
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24 pages, 3498 KiB  
Article
Using Data Tools and Systems to Drive Change in Early Childhood Education for Disadvantaged Children in South Africa
by Sonja Giese, Andrew Dawes, Linda Biersteker, Elizabeth Girdwood and Junita Henry
Children 2023, 10(9), 1470; https://doi.org/10.3390/children10091470 - 28 Aug 2023
Cited by 1 | Viewed by 1606
Abstract
In line with United Nations Sustainable Development Goal (SDG) 4.2, South Africa’s National Development Plan commits to providing high-quality early childhood education to all children by 2030 to drive improved child outcomes. Prior to 2016, South Africa lacked reliable, locally standardised, valid, and [...] Read more.
In line with United Nations Sustainable Development Goal (SDG) 4.2, South Africa’s National Development Plan commits to providing high-quality early childhood education to all children by 2030 to drive improved child outcomes. Prior to 2016, South Africa lacked reliable, locally standardised, valid, and cross-culturally fair assessment tools for measuring preschool quality and child outcomes, suitable for use at scale within a resource-constrained context. In this paper we detail the development and evolution of a suite of early learning measurement (ELOM) tools designed to address this measurement gap. The development process included reviews of literature and other relevant assessment tools; a review of local curriculum standards and expected child outcomes; extensive consultation with government officials, child development experts, and early learning practitioners, iterative user testing; and assessment of linguistic, cultural, functional, and metric equivalence across all 11 official South African languages. To support use of the ELOM tools at scale, and by users with varying levels of research expertise, administration is digitised and embedded within an end-to-end data value chain. ELOM data collected since 2016 quantify the striking socio-economic gradient in early childhood development in South Africa, demonstrate the relationship between physical stunting, socio-emotional functioning and learning outcomes, and provide evidence of the positive impact of high-quality early learning programmes on preschool child outcomes. To promote secondary analyses, data from multiple studies are regularly collated into a shared dataset, which is made open access via an online data portal. We describe the services and support that make up the ELOM data value chain, noting several key challenges and enablers of data-driven change within this context. These include deep technical expertise within a multidisciplinary and collaborative team, patient and flexible capital from mission-aligned investors, a fit-for-purpose institutional home, the appropriate use of technology, a user-centred approach to development and testing, sensitivity to children’s diverse linguistic and socio-economic circumstances, careful consideration of requirements for scale, appropriate training and support for a non-professional assessor base, and a commitment to ongoing learning and continuous enhancement. Practical examples are provided of ways in which the ELOM tools and data are used for programme monitoring and enhancement purposes, to evaluate the relative effectiveness of early learning interventions, to motivate for greater budget and inform more effective resource allocation, to support the development of enabling Government systems, and to track progress towards the attainment of national and global development goals. We share lessons learnt during the development of the tools and discuss the factors that have driven their uptake in South Africa. Full article
(This article belongs to the Special Issue Early Childhood Care and Education in Low- and Middle- Income Countries)
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17 pages, 554 KiB  
Article
A Tale of Two Programs for Parents of Young Children: Independently-Conducted Case Studies of Workforce Contributions to Scale in Bhutan and Rwanda
by Frances Aboud, Karma Choden, Michael Tusiimi, Rafael Contreras Gomez, Rachel Hatch, Sara Dang, Theresa Betancourt, Karma Dyenka, Grace Umulisa and Carina Omoeva
Children 2023, 10(8), 1413; https://doi.org/10.3390/children10081413 - 19 Aug 2023
Viewed by 1495
Abstract
Two case studies of parenting programs, aiming to improve parenting practices and child development outcomes, and implemented by Save the Children/Ministry of Health/Khesar Gyalpo University in Bhutan and Boston College/University of Rwanda/FXB in Rwanda, respectively called Prescription to Play and Sugira Muryango, were [...] Read more.
Two case studies of parenting programs, aiming to improve parenting practices and child development outcomes, and implemented by Save the Children/Ministry of Health/Khesar Gyalpo University in Bhutan and Boston College/University of Rwanda/FXB in Rwanda, respectively called Prescription to Play and Sugira Muryango, were conducted by an independent research and learning group. Implementation research focused on the workforce, a crucial but little-studied element determining the success of programs going to scale. Mixed methods were used to examine their training, workload, challenges, and quality of delivery. Health assistants in Bhutan and volunteers in Rwanda were trained for 10–11 days using demonstrations, role plays, and manuals outlining activities to deliver to groups of parents (Bhutan) or during home visits (Rwanda). Workers’ own assessments of their delivery quality, their confidence, and their motivations revealed that duty, confidence, and community respect were strong motivators. According to independent observations, the quality of their delivery was generally good, with an overall mean rating on 10 items of 2.36 (Bhutan) and 2.44 (Rwanda) out of 3. The facilitators of scaling for Bhutan included institutionalizing training and a knowledgeable workforce; the barrier was an overworked workforce. The facilitators of scaling for Rwanda included strong follow-up supervision; the barriers included high attrition among a volunteer workforce. Full article
(This article belongs to the Special Issue Early Childhood Care and Education in Low- and Middle- Income Countries)
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20 pages, 1590 KiB  
Article
Early Childhood Education in Brazil: Child Rights to ECE in Context of Great Disparities
by Abbie Raikes, Jem Heinzel-Nelson Alvarenga Lima and Beatriz Abuchaim
Children 2023, 10(6), 919; https://doi.org/10.3390/children10060919 - 24 May 2023
Viewed by 2248
Abstract
One of the world’s largest countries, Brazil’s national policies on early childhood are some of the most progressive and comprehensive in the world. Notable themes in Brazil’s early childhood system include the national protection of children’s rights, the integration of children’s development, starting [...] Read more.
One of the world’s largest countries, Brazil’s national policies on early childhood are some of the most progressive and comprehensive in the world. Notable themes in Brazil’s early childhood system include the national protection of children’s rights, the integration of children’s development, starting at birth, into the national education system, and universal preschool education. These rights are juxtaposed against a highly devolved political structure in the context of significant socioeconomic, racial/ethnic, and geographic disparities. As a result, there is variability in access to quality early childhood settings. This case study explores access to quality early childhood education (ECE) for children aged four to six years. We describe the economic and policy contexts of ECE in Brazil, with emphasis on the role of ECE in addressing regional, racial/ethnic, and economic disparities. Full article
(This article belongs to the Special Issue Early Childhood Care and Education in Low- and Middle- Income Countries)
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