A New Form of Early Childhood Education around the World

Little school children smile in the school corridor:

When children are born, they do not know any concept of race, nationality, or citizenship. These are social formations. When children are born, they do not know any concept of race, nationality, or citizenship. These are social formations,” says Andreas Schleicher, director of the Directorate for Education and Skills for the OECD in Paris. Early childhood education and care is the first opportunity to introduce children to the diversity of society, and their experience has shown that “then in life, these attitudes can have a profound influence and attitudes, and their confidence in social institutions.

According to the new OECD report, “Strong start 2017:

Key OECD indicators on “Early Childhood Education and Care, some countries are conducting this process well in other countries, and as a result of a view” on their learning and social outcomes on children’s social and The very slight effect of foreign background “., The difference is huge and Schleicher study clearly explains the difference educators and believes parents can make.

Early childhood education, and immediate care or stop learning?

What are the best practices? How are international communities doing in the case of children transformed from early childhood education to primary school? To learn more about new research on early childhood education around the world, Global Search for Education is pleased to welcome Andreas Schleicher.

Read a Book at the Sweet Girl’s House

“Why do we pay our youngest children’s teachers so much less time than we pay our oldest children’s teachers?

Andreas, Many parents would prefer to spend time with their children, therefore choosing a home school.

In fact, many children participate in home-based settings and some of them are of excellent quality. But it is very difficult to scale to provide such high-quality settings. Over the past year, we’ve learned a lot about how children learn and what they learn best at what stage of their development, and it’s much more difficult to educate our youngest children. People’s work is made.

The report calls for better transitions from early childhood education and care schools. How do we change this work in practice?

Why do we pay our youngest children’s teachers so much less than we paid our oldest children’s teachers? Why do primary school teachers in the first year teach their children a lot, which their pre-primary teachers know very little about? The simple answer is that we have always done it that way. We can do a lot better and that’s important. The first year of life lays the foundation for future skill development and learning and investing in high-quality early childhood education and care pays huge profits in terms of children’s long-term learning and development, especially the most more deprived ones.

Why do children in the final year of pre-primary education spend part of their time and years for free play after sitting in a major class listening to their teacher?

Most countries recognize this, and this is reflected in the steeply rising enrollment and spending figures that our indicators expose. However, if the transitions between early childhood education and care and primary school education are not well developed, the benefits of early learning may fade during the first year of primary school, or the continuity in quality is not ensured in primary education. Is. So for many children, the transition from the last period of early childhood education at the beginning of primary school is the first experience of a major cultural change. The number of activities in which they interact with the people around them in which they interact, the types of activities they engage in, and their physical surroundings. It often gets complicated by fragmentation in services.

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