essay on importance of early childhood education

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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High-quality early child care and education: The gift that lasts a lifetime

Subscribe to the center for universal education bulletin, andres s. bustamante , andres s. bustamante assistant professor of education - university of california, irvine eric dearing , eric dearing professor, applied developmental & educational psychology - boston college henrik daae zachrisson , henrik daae zachrisson professor, department of special needs education - university of oslo deborah lowe vandell , and deborah lowe vandell professor, school of education - university of california, irvine kathy hirsh-pasek kathy hirsh-pasek senior fellow - global economy and development , center for universal education.

November 4, 2021

Debate continues on Biden’s “ Build Back Better” social infrastructure bill offering a historic expansion of child care and universal preschool. Early childhood education is a socially popular endeavor with strong bipartisan support and impressive evidence for meaningful impacts in the short and long term . Economic research examining the return on investment for early education suggests tremendous value ranging from $4 to $13 in return for every $1 spent from impacts on educational attainment, employment, health, truancy, and criminality.

Much of the data used in these projections come from classic “gold standard” interventions like the Abecedarian and Perry preschool studies. These were highly resourced projects that provided high-quality early education experiences to families from under-resourced communities. Can the findings from these studies be generalized to large-scale modern programs with children from a range of economic backgrounds? This is what is proposed in the new infrastructure bill as a universal pre-K model.

A new study published in Child Development  strongly suggests that sustained high-quality early education can have long-lasting impacts. Using the National Institute of Child Health and Human Development study of early child care and youth development as its base, this research followed 814 subjects of the original sample until the young adults were 26 years of age. These young adults had attended a variety of child care and preschool settings that varied widely in their quality of care. As this was a study of development of everyday children in everyday environments, it included families from low-, middle-, and high-income backgrounds in several locations around the country with access to high, middling, or lower quality of care when they were in early childhood. Remarkably, children from low-income backgrounds who had access to 24 months or more of high-quality early childhood education in their first five years were more likely to graduate from college and had higher salaries at age 26. In fact, the outcomes for these young adults who experienced sustained high-quality care were statistically indistinguishable from their higher-income peers.

Community-based early care and education, delivered at scale, can provide lasting impacts, and may serve as a catalyst for children’s success later in life—particularly for those from less resourced environments. Importantly, high quality was necessary for achieving these long-term outcomes. Recent findings from a study by University of Virginia Professor Bob Pianta and his colleagues make a similar point. High-quality early child care increases children’s readiness for school and narrows the so-called achievement gap by half. This means access to early education is not enough. Warm, safe, supporting environments that are rich with language and conversations, and offer many opportunities to play and engage in hands-on exploration are key. Sustained access is also critical in predicting long-term outcomes. Higher salary and college graduation rates were only evident for children who had two or more years of high-quality care.

The data are clear. Early childhood programs that are sustained and high quality can have long-lasting impacts on children, preparing them for formal schooling and beyond with the added factor that early education paves the way for parents to be in the workforce.

The data are clear. Early childhood programs that are sustained and high quality can have long-lasting impacts on children, preparing them for formal schooling and beyond with the added factor that early education paves the way for parents to be in the workforce. This is a win-win-win for society. But access alone and custodial care will not sow the benefits provided by high-quality early care programs.

As we continue the debate, let us keep the science of early learning clearly in mind. We need high-quality early childhood care to set children on trajectories that will enable them (and society) to thrive. The new research suggests that this goal is within our grasp and that it is scalable within everyday contexts.

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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?

InBrief: The Science of Early Childhood Development

This brief is part of a series that summarizes essential scientific findings from Center publications.

Content in This Guide

Step 1: why is early childhood important.

• : Brain Hero
• : The Science of ECD (Video)
• You Are Here: The Science of ECD (Text)

Step 2: How Does Early Child Development Happen?

• : 3 Core Concepts in Early Development
• : 8 Things to Remember about Child Development
• : InBrief: The Science of Resilience

Step 3: What Can We Do to Support Child Development?

• : From Best Practices to Breakthrough Impacts
• : 3 Principles to Improve Outcomes

The science of early brain development can inform investments in early childhood. These basic concepts, established over decades of neuroscience and behavioral research, help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society.

Brains are built over time, from the bottom up.

The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences affect the quality of that architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow. In the first few years of life, more than 1 million new neural connections are formed every second . After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient. Sensory pathways like those for basic vision and hearing are the first to develop, followed by early language skills and higher cognitive functions. Connections proliferate and prune in a prescribed order, with later, more complex brain circuits built upon earlier, simpler circuits.

The interactive influences of genes and experience shape the developing brain.

Scientists now know a major ingredient in this developmental process is the “ serve and return ” relationship between children and their parents and other caregivers in the family or community. Young children naturally reach out for interaction through babbling, facial expressions, and gestures, and adults respond with the same kind of vocalizing and gesturing back at them. In the absence of such responses—or if the responses are unreliable or inappropriate—the brain’s architecture does not form as expected, which can lead to disparities in learning and behavior.

The brain’s capacity for change decreases with age.

The brain is most flexible, or “plastic,” early in life to accommodate a wide range of environments and interactions, but as the maturing brain becomes more specialized to assume more complex functions, it is less capable of reorganizing and adapting to new or unexpected challenges. For example, by the first year, the parts of the brain that differentiate sound are becoming specialized to the language the baby has been exposed to; at the same time, the brain is already starting to lose the ability to recognize different sounds found in other languages. Although the “windows” for language learning and other skills remain open, these brain circuits become increasingly difficult to alter over time. Early plasticity means it’s easier and more effective to influence a baby’s developing brain architecture than to rewire parts of its circuitry in the adult years.

Cognitive, emotional, and social capacities are inextricably intertwined throughout the life course.

The brain is a highly interrelated organ, and its multiple functions operate in a richly coordinated fashion. Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development. The emotional and physical health, social skills, and cognitive-linguistic capacities that emerge in the early years are all important prerequisites for success in school and later in the workplace and community.

Toxic stress damages developing brain architecture, which can lead to lifelong problems in learning, behavior, and physical and mental health.

Scientists now know that chronic, unrelenting stress in early childhood, caused by extreme poverty, repeated abuse, or severe maternal depression, for example, can be toxic to the developing brain. While positive stress (moderate, short-lived physiological responses to uncomfortable experiences) is an important and necessary aspect of healthy development, toxic stress is the strong, unrelieved activation of the body’s stress management system. In the absence of the buffering protection of adult support, toxic stress becomes built into the body by processes that shape the architecture of the developing brain.

Policy Implications

• The basic principles of neuroscience indicate that early preventive intervention will be more efficient and produce more favorable outcomes than remediation later in life.
• A balanced approach to emotional, social, cognitive, and language development will best prepare all children for success in school and later in the workplace and community.
• Supportive relationships and positive learning experiences begin at home but can also be provided through a range of services with proven effectiveness factors. Babies’ brains require stable, caring, interactive relationships with adults — any way or any place they can be provided will benefit healthy brain development.
• Science clearly demonstrates that, in situations where toxic stress is likely, intervening as early as possible is critical to achieving the best outcomes. For children experiencing toxic stress, specialized early interventions are needed to target the cause of the stress and protect the child from its consequences.

Suggested citation: Center on the Developing Child (2007). The Science of Early Childhood Development (InBrief). Retrieved from www.developingchild.harvard.edu .

Related Topics: toxic stress , brain architecture , serve and return

Explore related resources.

• Reports & Working Papers
• Tools & Guides
• Presentations
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Videos : Serve & Return Interaction Shapes Brain Circuitry

Reports & Working Papers : From Best Practices to Breakthrough Impacts

Briefs : InBrief: The Science of Neglect

Videos : InBrief: The Science of Neglect

Reports & Working Papers : The Science of Neglect: The Persistent Absence of Responsive Care Disrupts the Developing Brain

Reports & Working Papers : Young Children Develop in an Environment of Relationships

Tools & Guides , Briefs : 5 Steps for Brain-Building Serve and Return

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Why Is Early Childhood Education Important? Research Paper

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Importance of early childhood education.

Early childhood stage is an important part of a child’s intellectual development. During this stage, the brain tends to absorb anything from the immediate environment. This initial stage of growth plays a significant role in motivating and preparing a child to embrace education. It is important to recognize the contribution that early childhood education plays in an individual’s life and how it affects personal growth process. Children often learn social and interaction skills through formal education and social activities.

Traditionally, children were considered to be unable to distinguish between right and wrong. Therefore, people never saw the need to impart knowledge during their early stages. This outdated school of thought might hold some truth to some extent. However, it is vital to mention that children often accommodate everything in their immediate environment. The mind of a developing child operates like a sponge. Therefore, early childhood education is essential (McGowan, 2012).

The social capability of a child is critical in the overall social growth of a child. However, it is important to mention that children who are enrolled in early schooling programs can utilize their memories so well in the entire process of development. Moreover, the learning potential of children who have gone through early childhood education is greatly enhanced even when they reach higher levels of education. In other words, early childhood education sets the right foundation for acquiring education and the overall learning ability.

Early childhood stage refers to the first eight years of a child after birth. Research carried out on a child’s brain capacity indicates that eighty five percent of the brain develops at the age of five and that the brain of a child at the age of three functions two and a half times more effective than the brain of an adult (Whitfield, 2010). Brain cell connections are strengthened by continuous stimulation from the environment (Whitfield, 2010).

The first three years of a child are considered the prime time where the brain absorbs new information easily (Whitfield, 2010). The academic, mental and social growth of a child can be developed rapidly and effectively when a proper learning foundation is adopted. For instance, it is interesting to mention that children who are below ten years have the best opportunity to learn a lot due to their memory abilities. This stage is important in the academic and mental development of an individual.

Learning new vocabulary in language is possible with a child who is just three years old. However, if such a child has not been enrolled in an inclusive early childhood education, this reality cannot be achieved. This stage is considered to be the foundation of literacy (Whitfield, 2010). Whitfield carried out research studies to determine the importance of language skills development in early childhood.

Interesting findings were gathered from the study. From the study, it was found out that educators in daycare services have several opportunities of stimulating practical skills that help children acquire language skills at the age of five (Rigby, 2007).

Even though the early childhood stage does not require any professional training, it is interesting to mention that children usually undergo language training skills when they are enrolled in early childhood education programs. This may happen subconsciously. Educators can provide the most important guidance to young children when taking them through language classes. The ability to build strong and sensible vocabularies can be enhanced when a child goes through early childhood education.

In cases whereby the educator adjusted the child’s language registered few improvements as compared to when educators waited and listened (Ricker, 2011). This is also the same stage when children tend to learn the aspects of reading and writing. They particularly build a large volume of vocabulary with special preference to common words and daily experiences. However, this was a different case in groups where the educators made corrections when wrong grammar was used.

The children in this category failed to use any new vocabulary in constructing sentences and some were not showing any signs of starting to talk any time soon. In this research, it was clear that children tend to learn from their surrounding environment. Their language skills can be improved by simple structural changes and practice (Mayse, 2004).

The emotional development of a child, cordial relationship building, academic development and other superb attributes are enhanced when a child undergoes early childhood education. People tend to think that children develop their ego during their adolescent stage, which is not usually the case.

Before a child attains the age of ten years, early childhood education assists in the realization of personal identity as well as the ability to differentiate between right and wrong. The expected roles to be played by each gender is also learned effectively when a child is taken through a rigorous early childhood education. In addition, they keenly monitor the immediate environment and create a binding experience with other learners. Children also acquire their social skills through play and education.

A child’s academic and language skills are not merely education-oriented. These skills can be developed through directed play and proper interaction with children (Snapp, 2012). The latter author carried out an experiment to show the difference between child- directed play whereby children decide what they want to do and express them, and adult directed play whereby a parent or an educator dictates what the child should play.

In some of the research studies conducted on early childhood development, it is evident that children tend to socialize better with other children. Hence, early childhood education assists in rapid brain development of a child when it is appropriately directed by an instructor. In other, early childhood education plays a critical role in shaping certain desirable attributes in a child. In this experiment, the conclusion was that child directed plays establish egos and practice on how to express and control emotions (Hechinger, 1990).

They also tend to learn a lot when interacting with the environment. It is necessary for education stakeholders such as teachers and parents to acknowledge the fact that children have their unique thinking patterns that can be nurtured from the very early stage of development.

The society ought to contribute towards the proper development of a child by providing productive programs to both children and caregivers. This could go along way in promoting a child’s mental and intellectual development. Such an initiative is a crucial investment in any society.

Early childhood education is considered as the initial step towards formal education. Early childhood education is also integrated with primary, secondary, and tertiary education to form a complete spectrum of learning program. The period between birth and the eighth year of a child ought to be utilized properly to the benefit of a child.

The external environment should favor the positive growth of a child. In order to achieve this broad objective, a safe and accommodating environment with abundant sensory stimulation should be made available to the child during the early stages of development.

Children who experience extreme stress during their early childhood stages tend to develop cognitive and behavioral difficulties. These effects often extend into a child’s later development and performance at school.

Children raised in humble backgrounds often achieve lower level of education compared to their counterparts raised in middle-class families due to reduced ability to learn in school. Early childhood education should also be accompanied by effective healthcare delivery. Good nutrition, consistent care from family members and constant encouragement of a child may assist a child to perform quite well in school.

For any government, organization or community that aims at achieving high return on investments so that it can offer education, there is need to prioritize healthy social, cognitive, and emotional development of children. This can be attained by incorporating proper education with good health nutrition, water and sanitation in order to bring up children in a holistic manner. Governments should invest in ECD programs to provide the essential learning foundation for children during their first critical eight years (Blackburn, 2010).

In conclusion, the roles played by the early childhood education program are fundamental in setting the right pace in education. When children are enrolled in early childhood education program, they secure the best chance of performing well academically even when they reach higher learning levels.

The cognitive ability of a child is also enhanced significantly when early childhood education is implemented at the right time. The ability to think critically and make proper judgment is also possible among children who have been taken through a professional early childhood curriculum. Therefore, early childhood education has myriads of benefits that should not be ignored by stakeholders in education.

Blackburn, J. (2010). Summits focus on importance of early childhood programs . Web.

Hechinger, F. M. (1990). Cost, importance of early childhood education rising . Web

Mayse, J. (2004). Importance of early childhood education touted at owensboro . Web.

McGowan, M. (2012). Local advocates talk early childhood education in Raleigh . Web.

Ricker, N. (2011). Leaders stress importance of early education to business . Web.

Rigby, E. (2007). Same policy area, different politics: How characteristics of policy tools alter the determinants of early childhood education policy. Policy Studies Journal, 35 (4), 653-669.

Snapp, B. (2012). OKCEO summit stressed the importance of early childhood education . Web.

Whitfield, J. (2010). Educator exemplifies the importance of education . Web.

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Why I Chose Early Childhood Education as a Career

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Chapter 1: a passion for early years, chapter 2: shaping lives through education, chapter 3: embracing every milestone, conclusion: nurturing tomorrow's leaders.

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Context of Early Childhood Education and Care

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ECEC has an interdisciplinary, holistic and integrated orientation. As an emerging field, it calls for its own knowledge base, beliefs, values, and principles of practice. It dialogues with other branches of established and specialised knowledge base such as philosophy, history, child development, psychology, ethology, anthropology, sociology, paediatrics and education among others. For those who practice this profession, that is, Early Childhood educators, it means keeping up theory emerging from these established disciplines, translating them into their own practice and reflecting on these actions. In turn, it also involves contributing to theory, critically reflecting on and in practice, and transforming thoughts into action.

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Kennelly, I., Oke, M. (2024). Context of Early Childhood Education and Care. In: Academic Skills in Early Childhood Education and Care. Springer Texts in Education. Springer, Cham. https://doi.org/10.1007/978-3-031-59571-4_1

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(about education).

‘Early-childhood education is the foundation upon which all future learning is built’

Robert Sanchez is the new executive director for the Idaho Association for the Education of Young Children. He was born in raise in Nampa, traveled the world in the military and has returned to Idaho to help improve opportunities for all children. Read his profile.

Here are his thoughts on Idaho education:

Why did you leave Idaho Business Education (IBE) for the Idaho Association for the Education of  Young Children (AEYC)?

I transitioned from IBE to AEYC because I believe in the transformative power of early childhood education and the crucial roles parents, caregivers and educators play in this process. Early childhood education prepares children to learn, grow and succeed, and you only get one chance at childhood to learn the fundamentals – how to count, how to talk, how to think. My time at IBE was incredibly rewarding, particularly in promoting early childhood literacy and student achievement. However, I saw a unique opportunity at AEYC to directly influence the foundational stages of education by empowering parents, caregivers and educators as partners in a child’s development. AEYC’s Early Learning Collaboratives exemplify how the organization enhances early learning across Idaho, providing tailored solutions that truly make a difference.

What do you hope to accomplish at AEYC?

I aim to build on the organization’s strong foundation and further develop our programs. My goals include:

• Enhancing Program Quality: Continuously improving our programs to meet the highest standards and adapt to the evolving needs of our communities. Initiatives like the Idaho School Readiness Project bring essential resources to parents, early childhood educators, and communities, ensuring comprehensive support for children. Additionally, our training programs offer extensive resources to early educators, significantly enhancing program quality statewide.
• Strengthening Organizational Culture: Fostering a supportive and empowering environment for our staff and the families we serve. AEYC’s initiatives, such as the Early Learning Collaboratives, allow local communities to create early learning solutions that work best for them, ensuring a culture of respect and empowerment. Our centers create nurturing environments that support both educators and families, emphasizing the importance of a strong organizational culture.
• Advocating for Policy Changes: Working with policymakers to secure support and resources for early childhood education. The Ready Idaho Coalition is dedicated to creating connected early childhood systems that prepare Idaho children for a successful start in school and life by advocating for necessary policy changes to support early learning.
• Building Strong Partnerships: Collaborating with local businesses, educational institutions, community organizations, parents, caregivers, and educators to extend our reach and impact. AEYC’s Employer Business Toolkit helps business owners establish and maintain childcare resources for their employees, demonstrating how strategic partnerships can support working families.

Ultimately, my vision is to ensure that every child in Idaho has the support and opportunities they need to succeed in school and life, with parents, caregivers, and educators playing a central role in this success.

 What could we do better to educate all children?

Idaho is already making significant strides in early childhood education, but there are always opportunities for improvement:

• Teacher Support: Providing ongoing professional development to keep our early childhood educators equipped with the latest teaching strategies. Our workshops and training sessions ensure educators stay updated with the latest educational practices. The IdahoSTARS Professional Development System offers extensive training opportunities to early educators, further enhancing their skills.
• Parental and Caregiver Engagement: Actively involving parents and caregivers in their child’s early education to foster a supportive learning environment at home and in childcare settings. Our early learning initiatives engage parents through community events and educational workshops, helping them support their children’s learning.
• Early Intervention: Offering programs to support children who need extra help early on. Our early intervention programs provide targeted support for young children showing signs of learning difficulties, ensuring they receive the help they need before starting kindergarten.
• Community Engagement: Involving the community to create a supportive learning environment. Local businesses partner with us to offer resources and support for early childhood education programs, demonstrating how community involvement can enhance educational outcomes.
• Developing Essential Skills: Integrating these skills into early childhood curricula to support overall well-being and academic success. Our programs focus on essential skills development, helping children develop critical life skills such as effective communication, decision making, time management, critical thinking and reasoning, etc. By focusing on these areas and recognizing the critical role of parents, caregivers and educators, we can create an early childhood education system that helps all children reach their full potential.

What does Idaho do well in its education of all children?

Idaho excels in several key areas of early childhood education:

• Community Involvement: Strong participation from local communities, parents, caregivers and educators enhances the educational experience. Our initiatives bring together community members to support early childhood education and encourage active participation from parents and local organizations.
• Early Childhood Programs: Programs like the Early Learning Collaboratives ensure high-quality early learning experiences. These programs provide comprehensive support to childcare providers, improving the quality of care across the state. Our early learning programs offer resources and activities that support early development.
• Local Control: Schools and early childhood programs can tailor their approaches to meet the unique needs of their communities, ensuring that solutions are relevant and effective. Our approach to local control allows for the development of programs that meet the specific needs of their young children and community.
• School-Business Collaboration: Partnerships with local businesses provide valuable learning experiences for young children. Our collaborations with local businesses offer resources and support for early childhood education programs, demonstrating effective school-business partnerships.
• College and Career Readiness: Programs prepare older students for success beyond high school, equipping them with the skills needed for their future careers. Our college and career readiness programs provide students with the resources and support they need to plan for their futures.

By building on these strengths and recognizing the unique influence of parents, caregivers, and educators, Idaho continues to provide a robust and effective educational system for all young children.

How can Idaho better serve minority families and children who live in poverty?

Too many Idaho families are struggling to pay bills and put food on the table. The cost of everyday life – including childcare – is too expensive and rising every day. Parents often have to work a second job just to make ends meet, and that means spending less time with their kids. Parents need more time with their children to instill the values and skills they view as important, not less. Idaho is committed to serving all its children, and we can further this mission by:

• Increasing Funding for Underserved Schools: Ensuring schools in low-income areas have the resources they need. We are dedicated to securing additional funding to improve facilities and provide more resources for students in need.
• Expanding Early Childhood Education: Providing more opportunities for high-quality early learning programs. Our community partnerships expand access to early childhood education, ensuring that more children can attend high-quality preschool programs.
• Parental and Caregiver Engagement: Creating programs that actively involve parents and caregivers in their children’s education, providing them with the tools and resources they need. Our community-based programs support early learning at home through workshops and home visitations that provide guidance on fostering a learning-friendly environment.
• Support Services: Offering counseling, health care, and after-school programs. We provide comprehensive support services, including health care and counseling, to students and families. These services help address the broader needs of students, ensuring they have the support necessary for academic success and overall well-being.

Investment in preschool-age children results in direct returns for our state and communities. The more we invest in preschool-age children now, the more they will give back later in life. By focusing on these areas, Idaho can better serve minority families and children living in poverty, ensuring every child has the opportunity to succeed.

 If you could change one thing, what would you change?

If I could change one thing, it would be to ensure that every child has access to high-quality, early-childhood education in Idaho. Early-childhood education is the foundation upon which all future learning is built. By making high-quality early learning accessible to every child, regardless of their socio-economic status, we can set the stage for lifelong success. This change would involve increased funding, enhanced community partnerships and comprehensive support systems to ensure that every child has the opportunity to thrive from the very beginning.

Chris Langrill

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