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ISSN 1554-2262


 

Volume 2, Issue 3
Early Childhood Development

Strong Policies to Benefit Young Children

Education for All Global Monitoring Report Team

Citation
Global Monitoring Report Team (2006).Strong Policies to Benefit Young Children, Journal of Education for International Development 2:3. Retrieved from http://www.equip123.net/jeid/articles/4/StrongPoliciestoBenefitYoungChildren.pdf on [insert month], [insert day], [insert year].

Abstract
To ensure children strong foundations, early childhood care and education needs to move up the domestic and international agenda. Judging by the figures, however, the case for ECCE is far from universally recognized. Strong Foundations: Early Childhood Care and Education, the new edition of the EFA Global Monitoring Report (www.efareport.unesco.org) describes how this can happen through strong commitment, the development of national policy frameworks for children from birth to age 8, more public financing and a better trained workforce.

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Indigenous Knowledge and Early Childhood Development in Africa: The Early Childhood Development Virtual University

Alan Pence, University of Victoria
Jessica Schafer, University of Ottawa

Citation
Pence, Alan, Shafer, Jessica (2006). Journal for Education in International Development 2:3. Retrieved from http://www.equip123.net/jeid/articles/4/IndigenousKnowledgeandtheECDVU.pdf. on [insert month] [insert day], [insert year]

Abstract
This paper focuses on the use of indigenous knowledge in development, and especially in early childhood development practices and policies. It examines the Early Childhood Development Virtual University (ECDVU) program, which provides distance education capacity building programs in Africa. In particular, the article describes the generative curriculum model in which students contribute to the learning process by bringing indigenous knowledge and practices into the curriculum. The approach bears on ECD practice and curricula by seeking to better ground programs and policy in local, accepted, successful practices. By integrating indigenous knowledge into higher education addressing ECD, the ECDVU promotes more appropriate cross-cultural curriculum content, which can lead to more effective ECD policies and programs.

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Las Tensiones del Formato Escolar en las Nuevas Configuraciones de la Relación Familia/Comunidad/Escuela: Una Experiencia de Educación Infantil en la Ciudad de Buenos Aires

Flavia Terigi, Universidad de Buenos Aires/Universidad Nacional de General Sarmiento, Ex Subsecretaria de Educación de la Ciudad de Buenos Aires.
Roxana Perazza, Ex Secretaria de Educación de la Ciudad de Buenos Aires.

Citation
Terigi, F., Perazza, R. (2006). Las Tensiones Del Formato Escolar en las Nuevas Configuraciones de la Relación Familia/ Comunidad/Escuela: Una experiencia de educación infantil en la Ciudad de Buenos Aires, Journal of Education for International Development 2:3. Retrieved from http://www.equip123.net/jeid/articles/4/LasTensionesDelFormatoEscolar.pdf on [insert month], [insert day], [insert year].

Resumen
Mediante el análisis de la experiencia del Programa de fortalecimiento a las iniciativas de educación infantil de organizaciones comunitarias e instituciones dependientes de organismos del Gobierno de la Ciudad de Buenos Aires, este trabajo ofrece elementos para comprender la especificidad de los desafíos que implican los cambios en la educación infantil en sistemas con un importante desarrollo institucional del nivel inicial. Se sostiene que las experiencias de base comunitaria que ponen en cuestión la separación familia/ comunidad/ escuela no son sólo un paliativo para la expansión insuficiente del formato escolar, sino una vía para ampliar el carácter público de la escuela pública, para transferir poder cultural hacia sectores tradicionalmente excluidos, y para fortalecer la organización para la reivindicación y defensa de los derechos sociales.

Abstract
This paper analyzes the program of community organizations and institutions created by the local government of the City of Buenos Aires. It provides some insights into the specific challenges of changing early childhood education in education systems that have made significant strides in developing early education. The authors argue that the community-based experience that challenges the separation of family/community/school is not only a palliative for the insufficient expansion of the school setting but also provides a way to expand the public character of public schools, to transfer cultural power to traditionally excluded sectors, and to strengthen the organization for the defense of basic rights.

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The Brazilian Doctrine of National Security and the First National Early Childhood Care and Education Program

Fúlvia Rosemberg, Catholic University of São Paulo and Carlos Chagas Foundation, São Paulo

Citation
Rosemberg, Fulivia (2006). The Doctrine of National Security and the First Brazilian National Early Childhood Care and Education Program. Journal of Education for International Development 2:3. Retrieved from http://www.equip123.net/jeid/articles/4/TheDoctrineofNationalSecurity.pdf on [insert month], [insert day], [insert year].

Abstract
The first Brazilian national early childhood care and education (ECCE) program, the Chrysallis Project, was implemented in 1976 by the Brazilian Assistance League (Legião Brasileira de Assistência/LBA). The project reflected the Doctrine of National Security articulated by the Brazilian military governments of the period. The model used by the Chrysallis Project reflected other international trends seeking to expand ECCE at a low cost by involving communities. By doing so, the program reinforced economic and racial discrimination by providing a cheap alternative to primary education.

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O Poder Legislativo como Espaço de Participação Popular e Controle Social

Vital Didonet, Brazil

Citation
Didonet, Vital (2006). O Poder Legislativo como Espaço de Participação Popular e Controle Social. Journal of Education for International Development 2:3. Retrieved from http://www.equip123.net/jeid/articles/4/OPoderLegislativo.pdf on [insert month], [insert day], [insert year].

Abstract
This paper analyzes popular participation in legislative power as a key factor for generating more comprehensive, integrated policies for early childhood. The paper also makes very precise recommendations for Brazil, which are also particularly pertinent for other countries in the region.

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Educación Familiar Para la Vida

Juan Pablo Bustamante, UNICEF Ecuador

Citation
Bustamante, Juan Pablo (2006). Educación Familiar para la Vida, Journal of Education for International Development 2:3. Retrieved from http://www.equip123.net/jeid/articles/4/EducacionFamiliar.pdf on [insert month], [insert day], [insert year].

Resumen
La situación de los niños y niñas menores de 6 años en Ecuador representa un drama humano. Cada uno de estos niños es injustamente afectado por una sociedad caracterizada por la inequidad, la exclusión y la mala calidad los servicios sociales básicos. Cada uno de estos niños es motivo para que los adultos nos avergoncemos y tomemos medidas inmediatas para lograr la restitución de sus derechos. El artículo a continuación hace un balance sintético del importante papel que está jugando el programa Nuestros Niños, en un momento de tanta inestabilidad y dificultades como el que ha caracterizado la historia reciente Ecuador.

Abstract
Ecuadoran children under 6 are unjustly affected by social inequality, exclusion and poor quality basic social services. This article describes the important role being played by the Our Children program to restore the rights of children at a time of ongoing instability and difficulty in Ecuador.

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Un Proceso para la Construcción de Una Política de Primera Infancia en Honduras

Fadua Kattah B., CINDE, Bogotá

Citation
Kattah, Fadua B. (2006). Un Proceso Para La Construccion de una Politica de Primera Infancia en Honduras, Journal of Education for International Development 2:3. Retrieved from http://www.equip123.net/jeid/articles/4/PrimeraInfanciaenHonduras.pdf on [insert month], [insert day], [insert year].

Resumen
Durante el segundo semestre de este año y como consecuencia del renacimiento del interés de los países de América Latina por su Niñez, la Primera Infancia y sus familias, y de la decisión del Comité de la Redes de Educación de Honduras COMCORDE y UNICEF Honduras, se acordó un Convenio con el Centro internacional de Educación y Desarrollo Humano CINDE, para la realización de una investigación diagnóstica acerca de la situación actual de la Niñez en Honduras y de los programas existentes para atenderla, y para prestar apoyo al COMCORDE en la organización de un proceso de concertación y movilización para construir una política para la Primera Infancia en el país.

Abstract
This paper is part of the investigation into the reality of the condition of children in Honduras and of the current programs to improve their situation. The study was carried out by CINDE after consultation between the Consultative Network for Education in Honduras, the Comcorde, and UNICEF Honduras. Comcorde has been working with the government of Honduras to design a new policy ECD framework and strategy that provides and guarantees a quality education for all children.

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Aportación y Participación Infantil en la Evaluación de la Calidad de los Centros Educativos

José Francisco Martínez Preciado, Hacia una Cultura Democrática, A.C., Mexico

Citation
Martinez Preciado, José Francisco (2006). Aportación y Participación Infantil en la Evaluación de la Calidad de los Centros Educativos, Journal of Education for International Development 2:3. Retrieved from http://www.equip123.net/jeid/articles/4/CalidaddelosCentrosEducativos.pdf on [insert month], [insert day], [insert year].

Resumen
El artículo analiza la aportación y participación infantil en el proceso de evaluación de la calidad de los centros educativos en México. Presenta de manera muy breve algunos de los resultados producto del análisis de 1047 entrevistas a niños y niñas de 4 y 5 años realizadas en el proyecto Evaluación Externa y Acompañamiento del Programa Escuelas de Calidad en el Nivel Preescolar.

Abstract
This paper describes the contribution of children to the external evaluation of the Quality Schools Project in Mexico's pre-school centers. It describes very briefly some of the results of an analysis of the more than 1047 interviews that were carried out with 4- and 5-year old boys and girls as part of the evaluation.

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Recommendaciones para la Política Pública de Primera Infancia en Materia de Educacion Inicial a Partir del Estudio de Cinco Modalidades de Atención a la Primera Infancia en Bogotá, Columbia

Rocio Abello, Alejandro Acosta, CINDE, Colombia

Citation
Abello, Rocio, Acosta, Alejandro (2006), Recommendaciones para la Política Pública de Primera Infancia en Materia de Educacion Inicial a Partir del Estudio de Cinco Modalidades de Atención a la Primera Infancia en Bogotá, Columbia, Journal of Education for International Development 2:3. Retrieved from http://www.equip123.net/jeid/articles/4/RecommendacionesColumbia.pdf on [insert month], [insert day], [insert year].

Resumen
El articulo retoma los principales resultados del estudio de evaluación de impacto de cinco modalidades de atención a la primera infancia en Bogotá, Colombia, adelantado por un Convenio interinstitucional durante el 2003 y el 2005 y algunas actualizaciones hechas en el 2006. Identifica fortalezas y oportunidades de mejoramiento y amenazas con relación a tres dimensiones consideradas: desarrollo infantil, trabajo con padres y formación de formadores. Los principales hallazgos demuestran la importancia de la articulación de la familia y los centros infantiles, para con base en la formación de padres, madres y formadores, potenciar el desarrollo infantil. Finaliza con algunas recomendaciones para la política pública de primera infancia.

Abstract
This paper summarizes the main findings of the impact study of five different modalities of early childhood care carried out in Bogota, Columbia between 2003 and 2005 as well as some updates made in 2006. The findings identify the strengths and challenges facing the three areas that were evaluated: childhood development, work with parents and training caregivers. The main findings demonstrate the importance of the family's relationship with ECD centers to improve ECD education using the training of parents and of caregivers as a basis. The paper concludes with some recommendations for public policy for early childhood.

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The opinions and findings presented in this publication are those of the author's and do not necessarily reflect the views of USAID.