PROSRAMAS OF

EARLY ATTENTION
IN PERU AND THE
WORLD
Origins of Early Childhood Care programs
• In the 1950s - UNESCO supported the early childhood
programs of the World Organization for Preschool
Education (OMEP) – children from birth to 8 years of age .
1979 - Early childhood programs began to be increasingly considered. Emphasis was placed
on developing a comprehensive early childhood strategy and an enabling context for children
to learn and express themselves.
This trend led to the creation of the concept of “Early Childhood Care and Education” (ECCE),
which describes the activities aimed at preschool children - November 1981
International Preschool sponsored by
UNESCO-.
1989 UNESCO – intersectoral and inter-institutional cooperation project called “The
young child and the family environment” – to promote the development of young
children and ensure that they make a transition

t
h

harmonious transition from home to early childhood services and then to

private
teaching
What is a care program?
 early childhood?
Early childhood:
•• It goes from birth to 8 years of age.
* Stage of extraordinary brain development
• ECE (Early Childhood Care and Education) programs promote the development and
comprehensive learning of children.
> Attention: health, food, hygiene in a safe and stimulating context
> Education: encouragement, socialization, guidance, participation and learning and development
activities.
“Care” and “education” are inseparable – a solid foundation for learning and well-being throughout
life.
Some programs:
Parent Education Programs
Home-Based Child Care Programs
Family literacy programs (reading, writing and computer skills)
of caregivers)
Community-based programs (combine health, nutrition and early stimulation)
Preschools and daycare centers
School preparation programs (facilitate transition to primary education)
 re others

•
•
/
7
 Who has access to these programs?
❖ Countries often encourage
services for the poor who have
little or no access to devices
general attention to the first
childhood
❖ Central governments must ensure that there is an
equitable distribution of resources among the
g various gr

of
population.
How much is the investment in the programs?
❖ The mobilization of resources is the greatest difficulty that countries face in their efforts to expand and
improve the quality of early childhood care and education.
❖ The budget allocation allocated to early childhood is extremely modest. That is why an effective strategy
can be to establish contacts with the

private sector (the business and the one that operates without
 What are UNESCO's strategies to promote
these programs?
❖ This period of life includes a very varied group of
children in different phases of development.
❖ UNESCO promotes two strategies

planning that serves to address the needs of

children under three years of age: proceed in
stages and execute projects
 Importance of a Care program
If young boys and girls do not receive the attention and care they need during
these formative years, the consequences are cumulative and prolonged.
Both biological factors and the environment affect brain development and
behavior . [Young children who experience extreme pressure are at greater
risk for cognitive, emotional and behavioral problems]
These impediments can affect in the long term the ability of boys and
girls to begin their school studies and, subsequently, their academic
performance.
❖ The most favorable opportunities to help children
disadvantaged to begin their school studies in
A level of greater parity with other children occurs during early childhood,
when children's brain development is faster and the foundations
for their cognitive, social and emotional development are laid.
❖ The right of young children to healthy cognitive, social and
emotional development deserves priority attention.

all governments, organizations, communities, families and

responsible individuals.
 Characteristics of care programs
and early childhood education
❖ The learning material should be appropriate in terms of quantity,
culture and level of development.

bb
88
❖ Infrastructure can vary considerably from one country to
another.
Health and nutrition monitoring are
decisive so that learning can be
developed.
The active involvement of parents and
communities ensures that early childhood
services meet children's needs.

2-g#e •

-"-
and"
-2 C
 CARE PROGRAMS
EARLY CHILDHOOD IN
LATIN AMERICA
 Religious orders
XVI-XIX Destined for the children
of
working families.

“Children's gardens”,
"kindergarten",
Origins of the “Schools for preschoolers”
programs in XIX pedagogical orientation.
Latin America Teacher training in
initial level

Public charity
Big cities.
XIX-XX consideration as activities
of "nursery"

H*é
 Public policies in favor of children and
Initial education
Convention of Children's Rights

Hemispheric Commitment to Early Childhood Education – OAS

Educational Goals Project 2021: achieve full access for children ages 3 to 6 in educational
programs and a significant increase in children under those ages.
Out-of-
school
programs
 PROGRAM
ACE
Cycle I Cycle II
Minor children Children 3 to 5
of 3 years

Schooled Does not attend school

• Both modalities are necessary to respond to the family, social, cultural, linguistic, and
geographic diversity of the country.
They must guarantee the quality of care.
Characteristics of Out-of-School Programs

Flexible

saberhocen. superb
Equitable Compreh cowvív
ensive

—.NEM
or EDCAC 0
rEMPRA

Relevant Articulated
 PROGRAM
Not schooled

Kids program
Community Internship promotion
breeding

Comprehensive Education Programs

aimed at children under 3 years old

Initial Education Programs

aimed at children 3 to 5 years old
 PROGRAM
Not schooled Schooled
Comprehensive Cradle PRONOEI Garden
0 to 2 Early Education years 3 to 5 3 to 5 years
Program PIET or Comprehensive years Early Education Program based on the family PIETBAF or
“Wawapukllana” “Learning at home”
Garden Crib
Comprehensive Care Program for pregnant mothers and fathers
PAIGRUMA or “Families that learn”

Traveling toy
libraries
Population served of children from 0 to 2 years Cycle I
Services
Schooled :
• Garden crib - 1214
• Cribs – 31
• Schooled non-school programs

□ SET - 2308
• PIET - 518

• PIETBAF - 2428
• PAIGRUMA - 73
Coverage in services
• WAWAPUKLLANA - 52
• Learning at Home – 28
• Itinerant Playgrounds - 14
93,938
Children 5
474 service
Source: MINISTRY OF EDUCATION-UEE-Basic Statistics2010.
3.5%
EDUCATIONAL SERVICES OF THE INITIAL
LEVEL

USER NINOSF FAMILY NIN05FAS

STRAIGHT AS
FAM¥
ILY
Cycle I (0-2 years) II (3-5 years}

CRADLE
RAFFLE DO SCHOOL
GARDEN

PI ETBAF 0 CRIB- GARDEN

Learning at PAGRULALA
home
PIETo Wawapukllana Education Room
NO
Families that
RIZA DO SCHOOL
learn The School of PRONOEII
Itinerant Air Early
Playgrounds

Source:
http://ebr.minedu.gob.pe/dei/adcdei.html
 Population of children from 3 to
5 years old Cycle
Coverage in services II
Services :
1.4 million children
• Schooled: 21 378 (1.1 million

34,835 services •children)

Not in school: 18,931 (300 thousand
children)

PRONOEI
■ Urban ■ Rural

27%

Private
25% Served by 65 thousand preschool
Public teachers and 18,931 thousand
75% community educational promoters

Source: MINISTRY OF EDUCATION-UEE-Basic Statistics2010.

 5(00062G[ (00 Da ODLGD8 [£88
LODGa (9070 )7 gJDAD(0@S
ODGGLaS
Evolution of enrollment in
initial education (3 to 5

30.0
- Total
20.0
URBAN
10.0
RURAL
0.0
Yes, education can be improved in the
country
 Comprehensive Education Programs aimed at
boys and girls under 3 years of age
*PROGRAMS THEY BE * PROGRAMS THAT
*PROGRAMS CARRY OUT IN THEY MAKE IN
CARRIED OUT IN ENVIRONMENTS TH ENVIRONM
THE WITH
PRESENCE OF THE E ENTS WITHOUT
HOME FATHER PRESENCE OF THE
OF FAMILY PARENTS OF FAMILY
Integral program
of Education
Early with Base Education Rooms
in the family Early (SET):

Serves
minor children
of three years of They serve children
families of from 6 months to 2
work
years,
communities prodmosot 6
at risk or _ ocroans
distant children each in
the classroom.
Integral program
 of Education
Early (PIET) or Wawa Pukllana:

Serves children from 6 months to 2 years, in

environments
Organized with promoters and parents
 Initial Education Programs aimed at boys and girls from 3 to 5 years
old
Non- Schooling Initial Education Program
(PRONOEI)

It provides care to boys and girls from 3 to 5 years old in rural

areas, marginal urban areas, human settlements or young towns.
The children are cared for by a promoter
Initiatives dedicated to serving the most vulnerable
children c of Education in Rural Areas (PEAR)
a) Project and
Care models for children from 0 to 2 years:
V Learning at Home
V Families that Learn
V Wawa Pukllana ( Place where children play)
b) Comprehensive Care Project for Boys and Girls under 6 years of age
in the Rural Sierra (PAIN)
Its objective is to reverse the factors that limit the possibility of all boys
and girls under 6 years of age in situations of poverty and extreme
poverty achieving their optimal comprehensive development.
Lines of intervention:
V Child component (education, health and nutrition)
V Father and mother component of the family
V Component leaders and communal authorities
aE
Other Programs from Different
Entities
a) Crib n More
This program seeks to improve the child development of girls
and boys under 3 years of age in areas of poverty and extreme
poverty.
❖ How does CUNA Más implement its services?
Management Committees (CG), bodies made up of community
members for the administration of Cuna services

Further.
• Scope of Intervention
Urban and rural areas in poverty and poverty
Intervention Modality
❖ Day Care Service: comprehensive care for girls and boys
between 6 and 36 months of age, who live in areas of
poverty and extreme poverty.
❖ Family Accompaniment Service: carried out through home
visits and socialization sessions and
inter learning in communal
premises.
b) I learn by playing at home program
Improve the care of children in poverty through guidance sheets and booklets that
provide mothers and fathers with updated and relevant information to comprehensively
care for their children under 4 years of age.
V It can be developed by various organisms
V The program consists of the design, preparation and editing of diversified cards
and booklets.
' Each promoting entity determines the duration of the program, which must be no
less than one year
C) Dad and mom program
■ This is an early stimulation program that is developed in the Initial Education Centers
and Programs.
■ Develop in mothers and fathers the awareness of the importance of comprehensive
care and early stimulation for the development of their children under 4 years of age.
■ The program consists of developing regular work sessions on a fortnightly or monthly
basis with mothers and fathers.
d) Child care program
■ Children's Training and Research Workshop -TACIF
■ The program serves boys and girls from 2 to 5 years old, and even younger. It has local coverage in urban-marginal sectors.
■ The Caregiver must become an agent promoting the rights of the child.
■ In terms of program management, the team is made up of 1 Head, 4

Initial Educators and 2 psychologists.

e) Municipal cribs
■ Municipality of Lima. Maternal and Child Assistance Division.
■ Provide comprehensive complementary care and protection in
relation to food, education, psychological and social care to children
under 6 years of age, whose parents work outside the home.
■ The admission of children is annual, through a selection process
at the beginning of the year.
■ Interdisciplinary team made up of 3 administrators, 1 psychologist,
1 social worker, 1 nutritionist; 35 children's assistants; service staff;
12 early education teachers who belong to the Ministry of
Education.
 Main Care Programs that
They exist in other Latin American countries

4•
 Main Care Programs that
They exist in other Latin American countries
In the regulatory and political frameworks of most countries in
the region, early childhood education is of great importance.
That of net enrollment (schooling) from 3 to years is quite
t different. In countries like Mexico and
h Cuba, schooling at these ages is almost
universal, while there are countries that only have between a
third and half of boys and girls aged 3 to 6 enrolled in school.
• In November 2007, the Ministers of Education
of the member states of the Organization of

state Americans (OAS) signed ceo l

Child knowing its importance in h
hood de p s o a r rr lo allo Educ i a n c te io a e
n
of g n ral de la lniño implement a
l
adnairsomnos deegafi l neancing to
frameworks n
ensure
early d
childhood

Next we will some

see
programs are made in countries
tha
t
 PROGRAMS IN SOUTH AMERICA
ARGENTINA BOLIVIA BRAZIL
Program: Pro- Program
Program : “Early Years” Program: Zero Malnutrition NationalChildhood :
Restructuring and Acquisition
of Equipment for the Network of Public
Year 2005 07 Early Childhood Education Schools
Population Target population: From
from birth to 4 years of age birth to 5 years of age. Year 2007
:Target population: From
birth to 5 years of age

CHILI ECUADOR
Progbranch: Chile grows
Yearwith you : 2006 Program: From zero to Program:
Year 201 forever Growing up with our
maternal pregnancy up to 4 1 population:
:Target From or: children
years of age maternal gestation up to 5 years
the of 2007 aria: Since I was
age. up to 5 years of2age
 PARAGUA URUGUA VENEZUELA
Y Y
Program: National Plan rogram: Uruguay Program: Community Simoncito
Comprehensive Early with grows Year: 200
Childhood Development youor: Target population: From 0
Year 201 2012 aria: From at the age
: arget1 population:
T From maternal pregnancy to 4 years of 6
maternal pregnancy up to 8 of age
years of age
 PROGRAMS IN AMERICA
COSTA CUBA
RICA Program: P politics Wellness Centers
Program: National Politics - Program: Educate your Childis
h
for Children and Adolescents - 199 child Population destination From 2 to
TYear - Year:
Target 2population: From d 7 years old :
O2011 aria: Enter from birth to 6 years of age.
and 18 0
years old.

HONDURAS

program a: Care Project Program: Educational program ama: Love for the
Integral to the Child Pre-primary and Little ones most
and
(PAIN) Year: 1986 Technological little ones
Target population From or: Integration
birth to 6 years of age. Educatrachos.
2011 aria: From maternal pregnancy up to 6 years
birth to 6 years of age. of age.
PROGRAMS IN AMERICA

PANAM DOMINICAN REPUBLIC

A
Program:
Program National Policy for Program:Quisqueya Begins
Program:
Children and Adolescents With you
Year 2009
Year: 2009 Year 2013
Target population:
Target population: From Target population: D
From birth to
maternal pregnancy to 6 years 5 years of age
of age
 Programs in America
North

MEXICO MEXICO
Strengthening Care Model with a
Early Education and Child Comprehensive Approach - Initial
Development
Year: 2008
From Target population:
2007 Education
from birth to 3 years of age From birth to 3 years of age
 CARE PROGRAMS
EARLY CHILDHOOD IN THE
REST
OF THE WORLD
FIRST ATTENTION PBQGBAMAS
CHILDHOOD IN NORTH AMERICA
USA

• It provides the opportunity to levels of development. • Carefully monitor the

guide the child's education, • Provides high-quality potential benefits of early
offering them an learning experiences to childhood education for
environment that adjusts to improve school readiness for children from low-income
their needs, interests and four-year-olds families

PRE - ABECEDARIA
KINDERGARTE N
N PROJECT
CANADA
• Has helped communities to promote • Invest in the well-being of
public health and provide support to vulnerable children.
improve the health and well-being of • Supports and activities are
pregnant women, new mothers, and available to children and their
babies facing families facing difficult life
difficult circumstances circumstances.

Program of Program of
Prenatal Nutrition «
Community
Ae Qanan
Action
■--■
FIRST-TIME CARE PROGRAMS
CHILDHOOD IN EUROPE
 Support new parents: from Bermuda
the “Mothers” Program
Community” of Dublin
• This program offers a wide
• Mothers join parents for one variety of free support services,
month and implement a special such as behavior management,
conception child development physical and occupational
program, focusing on health therapy, and psychological
care, improved nutrition and services.
overall development. • Two-year-old children are
screened to determine whether
Child development program their physical, psychological,
social, and emotional well-being
meets
• Initiative of the Government • Its foubnjedtaivmoental is to
of Spain to offer quality promote services aimed at
Early Childhood Education caring for early childhood
in the 0-3 years stage while and families. It works on the
responding to the need that parent-child emotional bond
families have to reconcile and aims to be a preventive
family, personal and work measure for children's
life. mental health.

Educa Family Space

3 'Camp Redó'
 FIRSTCARE PROGRAMS
CHILDHOOD IN ASIA-OCEANIA
New Zealand Bicultural Early Childhood
Program: “Te Whãriki”
• It has been designed specifically for children
between birth and school entry. It emphasizes
the fundamental role of the social context in
children's learning.

Parenting Service in the Philippines

This is a home-based intervention to help parents,
foster parents, guardians and other caregivers, to
improve their knowledge, skills and attitudes in
• parenting so that they can take on the important
educational role in the growth and development of
their children. children.
Early Childhood Home Programs in Cambodia
• The home-based program focuses on mothers as children's
first and most important teachers and aims to support them as
first educators.
• Mothers are taught how to engage their children in early
learning activities in the home environment, thereby promoting
child development and school readiness.

Comprehensive Child Development Services in

India
It has been the most important early childhood intervention
strategy of the Government of India
Children up to the age of six, and pregnant and lactating mothers,
•
benefit from a package of services that includes medical
examinations, vaccinations, referral services, supplemental
• feeding, preschool education, and health and nutrition education.
PROGRAMS BE ATTENTION AT THE
FIRST TIME
CHILDHOOD IN AFRICA
• This vision conceives the cycle of Basic Education in Africa
basic education that covers the Program (BEAP)
stages of early childhood from 0 to
6 years, followed by an
uninterrupted nine years of basic
education (7-15 years) ensuring
the continuity of educational
experiences from age 0 to 15
years. , with successive stages in
the construction of the previous
ones.
• The main objective is the creation
of a regional platform for capacity
building, programming and
knowledge sharing on early
childhood care, education and
development within the framework
of the Partnership for the
Development of Children Working
Group. Education (ADEA)

The initiative
African Island
Mauricio
• The overall objective of the Action Plan (2008-2013):
Strategic Plan is to ensure that
African children survive, thrive and • The Loipi are native people,
have a good start in life through: children are sheltered from
• Improve access and use of the sun and danger.
quality basic services • The Loipi program is rooted
• Care and education in traditional approaches to
interventions in early
childhood. children's education, but at
• The integration of ECCE into the same time offers health
services
ADEA WGECD Strategic
plans and programs The Loipi program for pastoral
national populations in Kenya
development
(