This blog’s last two series examined the current global goals and outcomes related to the rights and lives of young children, and the origins and applications of early childhood education philosophies. Given the complexities and disparities in global early childhood education (ECE) systems, as well as the importance of early life experiences and the rights of young children, it’s important to develop a nuanced understanding of ECE from several key perspectives.
How should advocates frame the importance of early childhood education in a global context? Is an economic argument for ECE investment a strong one?
When describing early life adversity, deprivation, and stress, how should these concepts be addressed in a way that centers individual dignity and resilience?
How has the accountability movement shifted dialogue and practice in ECE, and what implications does this have for meaningful experiences in ECE settings?
How does ECE relate to language and global shifts in migration in an era of questions about national identity?
How do changes in technology threaten providing meaningful early learning environments for young children? How could technology be harnessed for the benefit of young children in ECE settings?
The answers to all of these questions have an important role to play in building effective, sustainable, and meaningful systems of ECE globally. Below is the list of the articles in this series with links to each page. New articles will be linked as they are posted in this series. Explore each topic, and leave a comment with your questions and comments on how the topic could play a role in transforming ECE for the benefit of children worldwide.
Article 1: Trauma, Deprivation, and Dignity: How Do We Talk About Early Life Adversity?
Article 2: Pencils Before Play: “Academization” and the Era of Accountability in ECE
The World of the Early Years: Global Early Childhood Education 