conclusion on the importance of early childhood education

 conclusion

In average five-year old child in Estonia showed comparatively stronger early self-regulation and social-emotional skills than their counterparts in England and the United States. At the same time, children in Estonia were at or close to the overall averages for emergent literacy and numeracy skills. Children in Estonia scored significantly higher than children in England and the United States in emotion identification and prosocial behaviour. They also scored significantly higher than children in the United States in emergent literacy, numeracy, working memory and mental flexibility, and significantly higher than children in England on inhibition. However, children in Estonia scored significantly lower than children in the United States and England in non-disruptive behaviour and lower than children in England in emergent numeracy.

IELS data showed that children’s early learning relies on the interrelated development of cognitive and social-emotional skills. While the percentage of explained variance by the socio-economic status index showed variation across countries, the predictive value of social-emotional skills was relatively stable. In Estonia, children’s social-emotional scores accounted for between 5% and 27% of their emergent literacy scores (compared to 13-33% in England and the United States), between 6% and 26% of their numeracy scores (compared to 12-28% in England and 7-22% in the United States), and between 4% and 11% of their working memory scores (compared to 7-18% in England and 5-22% in the United States), after controlling for socio-economic status. IELS data suggest that cognitive skills are a necessary but not sufficient condition to foster early social-emotional learning. For example, children need a minimum level of literacy skills to be able to adequately navigate socially; have rich interactions with peers, friends, and parents; and ultimately, to open the door to social-emotional learning. However, having high levels of literacy does not always ensure having high social-emotional skills, and vice versa.

Conclusion 1: Five-year-olds in Estonia demonstrated balanced strengths across cognitive, self-regulation and social-emotional skills.

The combination of household income, parental occupation and parental educational completion – which together create the socio-economic index applied in this study – were associated with higher literacy, numeracy, working memory, mental flexibility emotion identification, prosocial behaviour and trust. However, relationships between early learning skills and socio-economic background were comparatively smaller in Estonia than in England or the United States. Additionally, the association between socio-economic background and early learning skills was not significant in inhibition, emotion attribution and disruptive behaviour. These results are consistent with findings from PISA .

In Estonia, 53% of mothers of five-year-old children had completed tertiary educationn (i.e. bachelor’s degree or master’s degree, professional degree or doctorate), which is higher than in the other two countries participating in the study (40% in England and 39% in the United States). Children whose mothers had completed tertiary education in Estonia had better cognitive and social-emotional outcomes than those whose mothers had not. A higher proportion of parents in Estonia were described as being strongly or moderately involved in their children’s education than in England or the United States.

Conclusion 2: At age five, gaps in scores for cognitive and social-emotional domains between children from low and high socio-economic backgrounds were already present in Estonia, but were comparatively smaller than in England and the United States.

The effects of neglecting early childhood education

Here is a video of the effects of neglecting  childhood  education 

Physical health development

Research has shown that by the time a child reaches the age of six, if they have experienced   (ACEs), such as neglect, their chances of having overall poor physical health increases by two-fold.^[3] Exposure to ACEs, which exert effect by increasing an individual exposure to toxic stress during key periods of development, has also been linked to higher risks of chronic diseases, respiratory and heart disease, cancer and suicide.

More specifically, improper  increases the risk of premature births and complications during delivery. This can include prenatal neglect, such as the fetal exposure to controlled substances which result in withdrawal symptoms or the presence of the substance in the newborn. Fetal exposure to substances, especially those that can easily cross the placenta such as nicotine and cocaine, can affect the development of the fetus's nervous system and thus, have been linked to long lasting effects on brain structure and function. Further, maltreatment and neglect during infancy has been linked to a variety of physical development issues, including poor growth and insufficient brain and neuronal development. Medical neglect can lead to a number of long term physical consequences such as permanent loss of hearing from ear infections, vision impairment from  and chronic respiratory issues from untreated pneumonia.

A common outcome of neglect is non-organic failure to thrive in infants and children. "Non-organic" simply means that the child's failure to thrive cannot be explained by an organic cause, such as an illness or deficiency. The term "failure to thrive" refers to an abnormal pattern of weight gain or weight loss, or experiencing insufficient growth patterns in accordance with a child's age and developmental stage.These conditions can arise when a child does not receive adequate nutrition or necessary medical attention required for proper physical growth and development.^[Neglect can play a role in non-organic failure to thrive because children who experience neglect are often malnourished, not receiving proper nutrients, which hinders their physical growth and development.The most common symptoms of non-organic failure to thrive are insufficient weight gain or growth in height, and these common symptoms can affect a child over his/her life course by setting them back in weight class and can hinder their overall growth. Other symptoms of failure to thrive include symptoms such as anemia, iron deficiency, low insulin, dry/cracked skin, thin hair growth, pasty skin, and more. And in more extreme cases, non-organic failure to thrive can affect a child over their whole life course by actually damaging his/her cognitive development and his/her immune system due to insufficient calorie intake or lack of medical attention, making the child much more likely to miss developmental milestones and much more prone to illness even later into adulthood.

Social and emotional development

A developing child requires proper nutrition, protection, and regulation for healthy . About 80% of neglected children display symptoms and eventually form insecure attachments to their caregivers as a result of caregivers' unresponsive interactions. This disturbed attachment to their primary caregiver alters future relationships with peers by becoming emotional and physically isolated from others reducing the likelihood of forming emotional connections.Moreover, as a result of their past maltreatment, neglected children feel that forming intimate relationships with others loses their control in life and exposes them by increasing their vulnerability. There are quite a few varying aspects that create a neglectful environment, however, one that is quite common is having parents that are substance users. With parents who are addicted to drugs, children's basic needs are not met when parents are attempting to obtain their drugs as well as when they take them. This can create a weak parent-child relationship that is more likely to result in insecure attachment relationships as well as poor parenting practices.^[15] This example is one of many scenarios where neglect can affect a child's development especially in how they form relationships with others.

Neglected children demonstrate lack of emotional regulation, understanding   by others, and difficulty in distinguishing emotions. When posed with problem-solving tasks, neglected children reacted with anger and frustration, and were less enthusiastic with completing a new task. Neglected children often have distressing memories of their past to which they regulate their emotions by suppressing them.

Academic development

Neuroimaging studies u have shown that the brain structure of a neglected child is significantly altered. The overall  of the brain of a neglected child is significantly diminished, with a reduced midsagittal area of the and the is enlarged thereby resulting in decreased cognitive growth, development, and functioning.Further studies show that neglected children have integration and underdevelopment of the region which affects the child’s social 

Studies on academic progress in neglected children have indicated that these children may experience a drop in their academic performance. Children who have experienced neglect are more likely to have attention deficits and poorer academic achievements.neglect in early childhood can result in a rise in stress levels in the child. Elevated stress levels from neglect can lead to a release of higher levels of  causing damage to the hippocampus which can affects a child’s learning and memory.

A study examining the motor, language, and cognitive development of neglected chil

Protective factors

Preclinical and Clinical data show that long-term effects of early-life stress can be blunted by the availability of positive supports and subsequent caregiving experiences.^[ Clinical studies have shown that the availability of a caregiver, who is present and caring, is a factor that differentiates abused children with positive developmental outcomes versus those with negative outcomes.^[ Age of onset may be another factor dictating the severity of symptoms, with some studies reporting that abuse that takes place during earlier stages of childhood development is associated with negative outcomes later on in life. Children who experience traumatic episodes early in life are at increased risk of developing major depressive disorder.However that risk may be attenuated by the presence of a functional polymorphism in the promoter region of the serotonin transporter gene 5HTTLPR, which can manifest in two different types of alleles, the "short" subtype and the "long" subtype, carriers of the long/long allele subtype were resistant to developing depression in response to early life trauma.

Biological mechanisms

Activation of the LHPA axis triggers the hypothalamus to secrete corticotrophin releasing hormone (CRH), CRH stimulates the release of adrenocorticotrophic hormone (ACTH) by binding to CRH receptors in the anterior pituitary. ACTH in turn binds to G protein-coupled receptors in the adrenal cortex, especially in the zona fasciculata of the adrenal glands. Elevated central CRH and CRF occurs with the onset of trauma. While this CRF elevation persists into adulthood; initial elevations of ACTH and cortisol levels become attenuated with chronic exposure to elevated CRH (a.k.a. CRF).High CRH in turn causes adaptive down-regulation of pituitary CRH and neural CRF receptors after trauma onset. The long-term consequence of early trauma experiences and elevated CRF resets the regulation of the LHPA axis so that ACTH and cortisol secretions are set at lower 24-hour levels during baseline and non-stressful conditions. Cross-sectional studies show that trauma in infant primates and very young or prepubertal children living in orphanages show low morning and daytime cortisol production, suggesting that prepubertal children may be more sensitive to negative feedback control mechanisms for cortisol output than older school-age children who show higher cortisol levels.

Research involving humans has similarly demonstrated that negative life events can disrupt the body's regulation of oxytocin. Decreased levels of oxytocin have been found in women exposed to early maltreatment—a relationship that was shown to be especially strong when the form of maltreatment was emotional abuse.

Long term consequences

Adolescence & adulthood

Physical health development

Children who experience maltreatment may be at greater risk for chronic conditions such as cardiovascular problems  heart attack, hypertension), endocrine dysfunction (e.g. diabetes), neurologic and vision changes (stroke, migraines), pulmonary disease (emphysema, COPD, bronchitis), gastrointestinal issues (malnutrition) and joint & back issues, etc.^[

Socio-emotional development

Adults and adolescents who have been victims of childhood neglect may also be at higher risk for substance use disorders, carceral system involvement, and the perpetration of abusive or neglectful parenting than those who have not experienced early childhood abuse.

Psychological development

Victims of childhood neglect are that increased risk of development of post-traumatic stress disorder (PTSD) which can lead to further adverse mental health outcomes (depression, suicidality, substance use, behavioral disorders, etc.). These mental health consequences of neglect may effect one's ability to engage with one's day to day obligations in a negative way.

Early childhood development and academic development

 

Literature Summary

Early childhood, particularly the first 5 years of life, impacts long-term social, cognitive, emotional, and physical development . Healthy development in early childhood helps prepare children for the educational experiences of kindergarten and beyond. Early childhood development and education opportunities are affected by various environmental and social factors, including early life stress, socioeconomic status, relationships with parents and caregivers, and access to early education programs.

Early life stress and adverse events can have a lasting impact on the mental and physical health of children. Specifically, early life stress can contribute to developmental delays and poor health outcomes in the future . Stressors such as physical abuse, family instability, unsafe neighborhoods, and poverty can cause children to have inadequate coping skills, difficulty regulating emotions, and reduced social functioning compared to other children their age.

Additionally, exposure to environmental hazards, such as lead in the home, can negatively affect a child’s health and cause cognitive developmental delays. Research shows that lead exposure disproportionally affects children from racial/ethnic minority and low-income households and can adversely affect their readiness for school.

The socioeconomic status of young children’s families and communities also significantly affects their educational outcomes. Specifically, poverty has been shown to negatively influence the academic achievement of young children.  Research shows that, in their later years, children from disadvantaged backgrounds are more likely to repeat grades and drop out of high school. Children.

arly childhood development and education programs can also help reduce educational gaps. For example, Head Start is a federally funded early childhood program that provides comprehensive services for children from low-income families.Head Start aims to improve health outcomes, increase learning and social skills, and close the gap in readiness to learn for children from low-income families and at-risk children. Enrolling children in full-day kindergarten after the completion of preschool has also been shown to improve academic achievement.

Furthermore, extended early childhood programs for children up to 3rd grade, also referred to as booster programs, can provide comprehensive educational, health, and social services to complement standard early childhood and kindergarten programs These programs help sustain and bolster early developmental and academic gains. Characteristics of such programs include:

• Low student-teacher ratio
• Focus on basic skills
• Teacher training
• Creation of school-parent liaisons
• School meals
• Provision of transportation to and from school
• Night courses for parents
• Health care services and referrals
• Home visitation

Early developmental milestone's

 

What are developmental milestones?

Developmental milestones are the behaviors that mark stages of typical growth. Children all develop at their own pace. However, most children pass through specific changes at approximately the same time as they get older.

Examples of developmental milestones in a baby’s first year of life may include:

• Smiling intentionally.
• Sitting without support.
• Waving goodbye.
• Moving objects from one hand to the other.
• Transitioning from crawling to taking steps.

As they grow older, a child’s developmental milestones may include:

• Knowing names of people or body parts.
• Using sentences with two to four words.

• Repeating familiar songs or poems from memory.
• Telling stories.

factors that influence early childhood education

In low-income countries, the picture is bleaker, with only 1 in 5 young children enrolled. Children from poor families are the least likely to attend early childhood education programmes. For children who do have access, poorly trained educators, overcrowded and unstimulating environments, and unsuitable curricula diminish the quality of their experiences.

Failure to provide quality early childhood education limits children’s futures by denying them opportunities to reach their full potential. It also limits the futures of countries, robbing them of the human capital needed to reduce inequalities and promote peaceful, prosperous societies.

The benefits of early childhood education

Helps children's brains

Children's brains are influenced by both their genes and their environment. Babies are born ready to learn, with more than one million neural connections forming every second during the first few years of life. The early years are important, as how the brain grows is strongly influenced by what's happening in a child's environment and their interactions with the people around them.

Vision and hearing pathways develop first, followed by early language skills and higher cognitive functions. A child's vocabulary often quadruples between ages two and four. These connections become more complex over time as children grow, and influence brain development to create positive learning behaviours from an early age.

Research shows that children who participate in quality preschool programs are more likely to arrive at school equipped with the social, cognitive and emotional skills they need to help them to continue learning. These benefits extend well beyond primary school. Higher levels of educational success, employment and social skills have all been linked to moderate levels of participation in quality early childhood education.

How childhood development plays a vital role in shaping a child's future

Here is a video explaining how childhood development plays a vital role in shaping a child's future

Early childhood development is a crucial phase that lays the foundation for a child's overall well-being and future success. During these formative years, children experience rapid growth and development, both physically and mentally. The experiences and interactions they have during this period profoundly shape their cognitive abilities, emotional resilience, and social skills.

Recognizing and investing in early childhood development is vital to ensuring every child has the opportunity to reach their full potential.

ognitive Development

One of the primary areas influenced by early childhood development is cognitive development. During the early years, children's brains are like sponges, absorbing information and making connections at a remarkable pace. Stimulating environments, such as interactive play, language exposure, and educational activities, contribute to the development of crucial cognitive skills, including language acquisition, problem-solving abilities, and critical thinking skills. These skills serve as the building blocks for future learning, enabling children to excel academically and adapt to new challenges later in life.

 

Emotional and Social Development

Early childhood is a critical period for emotional and social development. It is during this time that children learn to recognize and regulate their emotions, develop empathy, and establish relationships with others. Positive experiences in nurturing environments build a strong foundation for emotional well-being, self-esteem, and resilience. They also contribute to the development of essential social skills, such as communication, cooperation, and conflict resolution. These skills are vital for healthy relationships and play a significant role in a child's later success in school, work, and life.

What is the importance of early childhood education

 

Why is early childhood care and education important?

The period from birth to eight years old is one of remarkable brain development for children and represents a crucial window of opportunity for education. When children are healthy, safe and learning well in their early years, they are better able to reach their full developmental potential as adults and participate effectively in economic, social, and civic life. Providing ECCE is regarded as a means of promoting equity and social justice, inclusive economic growth and advancing sustainable development.

A range of research and evidence has converged to support this claim. First, neuroscience has shown that the environment affects the nature of brain architecture – the child’s early experiences can provide either a strong or a fragile foundation for later learning, development and behaviours. Second, the larger economic returns on investment in prior-to-school programmes than in programmes for adolescents and adults has been demonstrated. Third, educational sciences have revealed that participation in early childhood care and education programmes boosts children’s school readiness and reduces the gap between socially advantaged and disadvantaged children at the starting gate of school.

From a human rights perspective, expanding quality early l

Overall, there has been significant global progress in achieving inclusive and high-quality ECCE. Globally, the ratio for pre-primary education has increased from 46% in 2010 to 61% in 2020. The global ratio for participation in organized learning one year before the official primary school entry age also increased to reach 75% in 2020. However, in low- and lower-middle-income countries, fewer than two in three children attend organized learning one year before the official primary entry age.  Furthermore, the proportion of children receiving a positive and stimulating home environment remains significantly low with only 64% of children having positive and nurturing home environments. Great regional disparities remain the biggest challenges. In sub-Saharan Africa, only 40% of children have experienced a positive and stimulating home learning environment compared to 90% of children in Europe and Northern America.

stages of childhood development education

What are the Characteristics of Child Development Stages?

At each stage of development, children gain skills in four main domains. These domains are:

• The communication and speech domain. Children have to learn to communicate with everyone around them. As well as learning the language, they learn about taking turns in conversation, and how to categorize the world around them. This can be extremely difficult, and leads to interesting errors; for example, when a child learns that a round object is a ‘ball’, they have to work out if that means everything round is also called a ball. Is the moon a ball, and why not? It takes time to understand what separates one word from another.
• 
  

The physical domain. The body increases in skill and performance over time, going through gross motor development (learning to use large muscles, such as the arms and legs), and fine motor development (learning to use muscles to make precise movements, such as the hands and fingers).

• The social and emotional domain. Children’s identities, self-images and perceptions of feelings evolve as they grow. They also develop relationships with others, and learn how to socialise and follow social etiquette.
• The cognitive domain. ‘Cognitive processes’ are higher-level functions of the brain, including thinking, knowing, remembering, judging, and problem-solving. As they develop, children increase their understanding of the world, improve their

What is early childhood education

What is early childhood development?

Early childhood education is the branch of academia that involves teaching children from birth to approximately eight years old. The focus is largely on preparing students for a lifetime of learning, which involves the development of their  according to the United Nations Educational, Scientific, and Cultural Organization (UNESCO).

“At these early levels, educators are trying to encourage learning through natural context,” says Donna Elder, Ed.D, Interim Dean of National University’s Sanford College of Education. “You want children to explore the world through conversations, reading, play, and other ways that they would naturally learn from in a family environment. You ultimately want to create a space where children have a lot of opportunities to talk with each other and experience new things.”

Important topics in the field include learning and brain development, peer cooperation and collaboration, early cognition, and emerging literacy.

 Healthy development in the early years (particularly birth to three) provides the building blocks for educational achievement, economic productivity, responsible citizenship, lifelong health, strong communities, and successful parenting of the next generation. What can we do during this incredibly important period to ensure that children have a strong foundation for future development? The Center on the Developing Child created this Guide to Early Childhood Development (ECD) to help parents, caregivers, practitioners, and policymakers understand the importance of early childhood development and learn how to support children and families during this critical stage.