Early Child Education : Making Programs Work for Brazil’s Most Important Generation
No hay miniatura disponible
Fecha
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Washington, DC: World Bank
Resumen
Descripción
This report draws deeply on the extraordinary efforts and innovations demonstrated by early child development policy makers around Brazil. This report draws on background papers about innovations in early child education in Rio de Janeiro and in caregiver training and supervision in two municipalities within Sao Paulo state. The year 2011 marked the beginning of a new administration in Brazil. The Ministry of education clearly identified early child education (ECE) as one of the top priorities of the new administration, along with secondary school and improving the reputation of the teaching profession. Early child development interventions are essential to both increasing the productivity of Brazil as a whole and to providing equitable opportunities for the disadvantaged. These programs benefit the poor more than other populations, and the poor are most in need of these benefits. Education interventions are crucial. Creches and preschools provide opportunities for stimulation and development that can wire children for future success. Therefore, early child education can particularly benefit the poor, helping to close the gap in cognitive development across income groups. A World Bank study compares adults from two regions of Brazil (the Northeast and the Southeast) who attended preschool to those who did not and found that pre-school attendance is associated with additional total years of education.
Palabras clave
academic performance, access to education, adolescents, adults, assessment instruments, Average number of students, Average number of students per classroom, Basic Education, behavioral development, birth registration, births, caregiver training, caregivers, Child Care, child care centers, child care programs, child development centers, child development programs, Child Education, child growth, Child health, Child health outcomes, child malnutrition, child mortality, child nutrition, child outcomes, child protection, child safety, child services, child welfare, class size, class sizes, classroom, Cognitive development, cognitive outcomes, cognitive skills, cognitive stimulation, commitment to education, compulsory education, crime, curricula, curricular guidelines, Curriculum, disabled children, dropout rates, early child care, Early Child Development, early child development programs, Early Child Education, Early Childhood, Early Childhood Development, Early Childhood Environment Rating Scale, early education, ECD, ECERS, education establishments, education expenditures, education finance, education for all, education infrastructure, education of children, education opportunities, education policy, education programs, education services, education spending, education system, education systems, educators, Elementary Education, emotional development, Enrollment, enrollment rate, enrollment rates, exam, formal education, free play, Fundamental Education, gender, girls, Head Start, health care, height for age, high school, higher levels of education, home visiting, home visits, Homeless Children, hygiene, illiterate households, illiterate parents, infant mortality, interventions, Juvenile arrests, Knowledge Sharing, learning, legal status, lesson plans, Level of education, literacy, literacy tests, mental development, mortality rates, National Association for the Education of Young Children, National Education, National Education Council, Nutrition, nutrition monitoring, Nutrition programs, nutritional supplements, older children, parental education, parity, physical development, physical infrastructure, poor children, Pre-school Education, pre-school programs, preschool program, preschool teachers, preschools, primary school, primary school outcomes, private partnerships, private schools, productivity, programs for children, public institutions, public schools, quality preschool, Quality standards, reading, rights to education, rural areas, rural children, sanitation, school aged children, school building, school career, school coverage, school dropout, school Enrollment, school entry, school finance, School infrastructure, school institutions, school level, school program, school quality, school students, school year, schooling, schools, secondary school, Service Training, services for children, skill development, social development, social protection, social skills, social welfare, special needs, State Education, student outcomes, student performance, stunted children, stunting, supply of schools, Teacher, Teacher Development, Teacher qualifications, teacher training, teachers, teaching, training programs, universal coverage, universal enrollment, vulnerable children, Youth