ECDE Unit 1: Meaning and Scope of ECDE

Concepts in ECCDE
• Child and Childhood: Individuals under 18 years.
(UNCRC, 1989; National Children Policy, 2011)

• Development: Development is the result of the

interaction between the environment and the child

• Early Childhood Years: A child’s first 8 years of life.

(Comprehensive ECCD Policy Framework, 2013)
 Concepts in ECCDE
• Early Childhood Development (ECD): The term development refers to the child’s
physical growth and change through the gradual progression of sequential stages. It
refers to the acquisition of increasingly effective patterns of activity, and the maturation
of skills, behavior, and values of the growing child.
Early Childhood Development emphasizes the child’s holistic development and includes
optimum growth and mental development; therefore, focusing on physical, emotional,
social, and cognitive development.

Early Childhood Education (ECE): Early Childhood Education highlights the cognitive
dimensions of children, such as learning through exploration and discovery, and school
preparedness activities.
 Concepts in ECCDE
• Early Childhood Care and Development(ECCD): The
term care is deliberately added by proponents of
children’s well-being because of the growing
recognition that “care and nurturing” have powerful
effects on development and learning. It includes the
promotion of children’s healthy growth and
development by providing health care, nutrition,
interactive stimulation, and emotional support.
• Early Childhood Care, Development, and Education
(ECDE/ECCDE): ECCDE is a holistic and integrated
approach, focusing on children from conception to age
8, to ensure their right to survival, protection, care, and
optimal development through family, center, and
school-based programs. (Comprehensive ECCD Policy
Framework, 2013)
 Stages of Childhood: Meaning and
Characteristics
Newborn: From birth to 2 months old

Infants: Children from 2 months to 1 year old.

Toddler: A baby is considered a toddler around 1

year (12 months)

Early Childhood: Conception to 8 years

Later Childhood: 8 to 11 years

Pre-adolescents: 11- 14 years

Adolescents: 14-18 age group children (male &

female) shall constitute adolescents (National
Children Policy, 2011)
Need for ECCDE: Early Childhood is the foundation stage of life

“Education opportunities are

shaped long before children enter
classrooms. The linguistic, cognitive
and social skills they develop in
early childhood are the real
foundations for lifelong learning.”
Ref: United Nations Committee on the Rights of
the Child, General Comment 7 (2005),
‘Implementing child rights in early childhood’,
paragraphs 28-30
Need for
ECCDE: Global
Agendas
 Need for ECCDE: Childhood is the foundation stage of life

ECCD is an opportunity to avoid or reduce developmental problems, thereby bringing lasting

benefits to individuals and society

• Early years are crucial in the formation of intelligence, personality, and social behavior.
• Children are born with physical, social, and psychological capacities that allow them to
communicate, learn and develop. If these capacities are not recognized and supported, they
will never be developed.
• Proper care at an early age can do much to create an enabling environment that ensures
protection and support for more broad-based issues such as children's health, nutrition, psycho-
social and cognitive development.
• ECCD stresses the importance of child-friendly, family-focused, and community-based
programs that not only serve to strengthen ongoing social service programs but also improve
the physical and mental capacity of children.
• Investments in Early Childhood Development can further help to modify inequalities rooted in
poverty as well as social, religious, or gender discrimination.
 The First 1000 Days and brain development
• Windows of Opportunity by Lancet Series
• Plasticity
• Vulnerability
 Aims and Objectives of ECCDE
• The goal for ECD is that all young children, especially the
most vulnerable, from conception to age of school entry, 1. Every child survives
achieve their developmental potential, including in and thrives
humanitarian settings. This is enabled by two factors: 2. Every Child Learns
3. Every child is
- All young children, from birth to school entry, have protected from
equitable access to essential quality health, nutrition, violence and
protection, and early learning services that address their exploitations
developmental needs; 4. Every child lives in a
clean and safe
- Parents and caregivers are supported and engaged in environment
nurturing care and positive parenting with their young - UNICEF program
children. Since evolving skills in early childhood are guidance for ECD (2017)
acquired through interaction with the environment, parents 1. exploitation
and caregivers are critical as they are the architects of this
environment.
Vision, Mission and Goals of ECCDE in Bangladesh

Vision
All children, irrespective of gender, special needs, ethnicity, religion, geographical location and
economic status, are nurtured, valued, and loved; and have the best start in life for reaching their
full potential.

Mission
• Ensure equity and quality in services and to enhance knowledge, attitude, practice, and skills related to the
“care” of children from conception to eight years.
• Promote a responsible and accountable mechanism involving government/NGOs and all other stakeholders,
for meeting the health, nutrition, education, and development needs of all children.
• Strengthen the capacity of parents, caregivers, community, and other service providers to enable them to
create a developmentally appropriate and stable environment for children.
Vision, Mission and Goals of ECCDE in Bangladesh
Goals for ECCD

• Foster a society where the importance of investment in early childhood years is

understood and prioritized as a critical input to the human development of the country.

• Mobilize all stakeholders to collaborate and coordinate on issues related to the needs,
rights, and well-being of all children from conception to age eight.

• Ensure that all children have access to age and developmentally-appropriate early
childhood interventions and achieve successful school transition.

• Support parents with proper and appropriate parenting skills and knowledge to help
their children develop to their full potential.
 Themes/Approaches in ECCDE
Montessori

The Montessori method, developed by Dr. Maria Montessori, emphasizes independence, freedom
within limits, and respect for a child’s natural psychological development.

•Prepared Environment: A structured environment that promotes autonomy and learning through
exploration.
•Hands-On Learning: Children use specially designed educational materials that engage their
senses and motor skills.
•Self-Paced Learning: Children are encouraged to choose their activities, fostering independence
•. and confidence.
•Mixed-Age Grouping: Classes include children of different ages, promoting peer learning and
mentorship
 Reggio Emilia
Originating in Reggio Emilia, Italy, this approach values children as capable individuals
with the right to express themselves and engage deeply with their learning.

•Project-Based Learning: Long-term projects allow children to explore topics in-depth.

•Focus on Creativity: Emphasis on creative expression through "The Hundred Languages of Children"
(drawing, painting, sculpture, etc.).
•Emergent Curriculum: Learning activities are developed based on children's interests and ideas.
•Environment as the Third Teacher: The physical classroom is designed to encourage exploration and
collaboration.
 Waldorf/Steiner Approach

Developed by Rudolf Steiner, the Waldorf approach focuses on imagination, creativity,

and holistic development.

• Integration of Arts and Nature: Activities include storytelling, crafts, music, and outdoor
play, connecting children with nature and creativity.

• Rhythm and Routine: Predictable daily routines foster security and emotional stability.

• Delayed Academics: Emphasis on creative and social skills over formal academics in
early years to avoid pressuring young children.

• Emphasis on Social Skills: Collaboration, sharing, and empathy are fundamental.

 HighScope Approach

The HighScope approach is based on active participatory learning, where children are
encouraged to plan, do, and review their activities.

• Plan-Do-Review Cycle: Children choose an activity, complete it, and discuss what they
learned with teachers.

• Active Learning: Hands-on experiences and play-based learning are prioritized.

• Adult-Child Interaction: Teachers are facilitators rather than instructors, engaging children in
problem-solving and exploration.

• Key Developmental Indicators (KDIs): Structured benchmarks to guide children’s cognitive,

social, and emotional development.
 Principles of early learning development
1. The first group concerns children and their lives in early childhood:
■ the child’s uniqueness
■ equality and diversity
■ children as citizens.

2. The second group concerns children’s connections with others:

■ relationships
■ parents, family and community
■ the adult’s role.

3. The third group concerns how children learn and develop:

■ holistic learning and development
■ active learning
■ play and hands-on experiences
■ relevant and meaningful experiences
■ communication and language
■ the learning environment.