Early Childhood Education - Asidlale
Mpumuza is an impoverished, semi-rural community 5km outside the town of Hilton, near Pietermaritzburg in Kwa-Zulu Natal. The vast majority of teachers in Early Childhood Development (ECD) centers have little or no training. Possibly the biggest problem is that most of the learners do not learn the required basic skills in early childhood that are foundational to performing well at school and consequently perform poorly when they enter the formal education system.
This program aims to support the teachers in these centers through three key components:
Background on Early Childhood Development
Every day, more children are making gains in health and learning after receiving early childhood development (ECD) interventions. Ensuring that “all girls and boys have access to quality early childhood development, care and pre-primary education” is now an explicit goal for the United Nations through 2030, but significant progress remains to be made to make quality early childhood programs accessible to all, including the poorest and most vulnerable.
The evidence base on the benefits of ECD is robust and growing. Less well known are practical examples of programs whose features have promise, especially related to ECD for disadvantaged children. The Center for Education Innovations (CEI) has identified more than 110 ECD programs implementing innovative solutions to improve both access and quality of ECD for the poor and marginalized.
Click below to read our Database-at-a-Glance report and find highlights from seven common approaches & characteristics across ECD models. Learn about programs focusing on:
1) Close engagement of community members
2) Strengthening the ECD workforce
3) Providing comprehensive programming that combines interventions across sectors
4) Engaging and collaborating with governments
5) An emphasis on play
6) Provision through chains and networks
7) Mobile ECD centers serving nomadic communities