This World Bank Study by Rebecca K. Sayre, Amanda E. Devercelli, Michelle J. Neuman and Quentin Wodon provides an overview of World Bank investments in Early Childhood Development (ECD) from 2000-2013 within the Education, Health, Nutrition and Population, and Social Protection and Labor practices. A series of case studies are presented to highlight lessons learned to inform future Bank support to ECD and to promote better planning across sectors and regions. The study also discusses recent new approaches to suport ECD within the World Bank and in client countries.
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The recently released ‘World Development Report 2015: Mind Society and Behaviour’ published by the World Bank Group highlights that children in poor families can differ dramatically from children in richer families in their cognitive and noncognitive abilities, resulting in enormous loss of human potential for themselves and society. The report indicates that richer and poorer children differ greatly in school readiness.
The recent IDB blog features an initiative from Bolivia, designed to address chronic malnutrition in children aged 0-5 years, that uses puppets to educate parents on the importance of nutrition for children’s growth and development.
Steering committee member of the GCDG, Prof. Grantham-McGregor with researchers Hamadani JD, Tofail F, Huda SN, Alam DS, Ridout DA, Attanasio O aimed to determine the timing and size of the cognitive deficit associated with poverty in the first 5 years of life and to examine the role of parental characteristics, pre- and postnatal growth, and stimulation in the home in Bangladeshi children. They hypothesized that the effect of poverty on cognition begins in infancy and is mainly mediated by these factors.
GCDG Steering Comittee member, Prof. Sally M Grantham-McGregor along with researchers Orazio P Attanasio, Camila Fernández, Emla O A Fitzsimons, Costas Meghir and Marta Rubio-Codina, assessed the effectiveness of an integrated early child development intervention, combining stimulation and micronutrient supplementation and delivered on a large scale in Colombia, for children’s development, growth, and hemoglobin levels.
With the world rapidly urbanising, more and more childhoods are being lived in big cities. This edition of Early Childhood Matters, a publication of the Bernard van Leer Foundation, brings together articles from India to the Netherlands and the United States, exploring issues ranging from playground design to the effects of noise and crowding, “public parenting” as the middle classes reclaim urban spaces, and ways to get children’s voices heard in urban design decisions.
The DG Murray Trust, South Africa in partnership with other donors recently launched the Social Franchising for Early Childhood Development (ECD) project. The project aims to reach large numbers of children by increasing access to early learning opportunities through informal playgroups, and improving the quality of existing early learning provision by training and supporting unregistered child-minders at municipal level. This will be supported by a national awareness campaign that drives improved home learning environments and early learning programme participation and initiation.
As 20th November, 2014 marks the Universal Children’s day, we feature the IDB blog article that indeed is the best gift for this day. Kate Anderson and Abbie Raikes report on the initiative by the UNESCO Institute for Statistics and the Brookings Institution’s Center for Universal Education to build consensus on which learning outcomes should be measured globally and how.
SABER-Early Childhood Development (ECD) collects, synthesizes, and disseminates comprehensive information on ECD policies and programs across different systems. SABER-ECD analyzes data from each participating country to assess the country’s progress towards each of three key ECD policy goals and it provides each country with regional and international comparisons and country-specific roadmaps with policy options for improving ECD policy development.
Researcher Helen Baker-Henningham opines that there is growing evidence that early childhood education (ECE) interventions can reduce the loss of developmental potential of disadvantaged children in low- and middle-income countries (LAMIC). However less attention has been paid to the potential of these programmes to prevent child mental health problems and promote child well-being. She reviewed peer-reviewed journal articles describing controlled evaluations of ECE interventions in LAMIC to identify studies with child mental health outcomes.