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This article interrogates early childhood development (ECD) provisioning in the province of the Eastern Cape, South Africa. It argues that while well-structured and integrated early childhood development ECD) programmes are at the epicentre of sustainable national human resource development (HRD) strategies, the Eastern Cape's infant mortality rate (IMR) of 61.2 per 1000 live births is the highest in South Africa. It reaches alarming rates of 99 deaths per 1000 live births in the eastern part of the province where poverty is rife. This scenario mirrors national trends in that while South Africa is rated as an upper middle-income country and a prominent economy that accounts for over 75% of the entire SADC's GDP, 40% of its young children grow up in abject poverty. It argues that in order for the Eastern Cape to be competitive and sustainable in the long term, the provincial government needs to invest heavily in the well-being of children through well-structured and sustainable ECD programs.

This comparative study examined how participation in an early childhood development (ECD) program, Better Beginnings, Better Futures, for children (ages 4-8) relates to sense of community (SOC) in later adolescence (ages 18-19). Youths' stories ( N = 96) about community experiences, collected by semistructured, open-ended interviews, were quantitatively coded for several narrative dimensions (specificity, positivity, prosocial content, and meaning-making) and for elements of SOC (membership, influence, needs fulfillment, and shared emotional connection). Findings show a significant positive relationship between all narrative dimensions and the total SOC score. Better Beginnings youths' stories ( n = 64) were significantly higher on specificity and shared emotional connection than comparison youth ( n = 32). Findings have implications for community-based ECD programs to impact later adolescence SOC and for using narratives to study these effects.

Policies on early childhood care and education in Indonesia continue to grow. One interesting policy to discuss is integrative holistic early childhood development. The HI-ECD program is considered effective in ensuring the fulfillment of early childhood development rights. HI-ECD in early childhood education unit includes education, health and nutrition services, care, and protection. The aim of HI-ECD is to fulfill the essential needs of early childhood, both physically and psychologically so that they can become healthy, intelligent, and noble persons, and ready to enter the next level of education. In addition, the long-term goal is to prepare and succeed the Indonesian gold target by 2045. This study was based on an analysis of government-issued HI-ECD documents as well as various relevant literature.

This report presents an analysis of the Early Childhood Development (ECD) subsector, including programs and policies that affect young children in the Republic of Kiribati. This was a collaborative effort between UNICEF and the World Bank Group; it combines the World Bank Group's Systems Approach for Better Education Results SABER-ECD framework, which includes analysis of early learningand child p, health, nutrition, and social rotection policies and interventions in Kiribati, along with regional and international comparisons, as well as the regionally developed UNICEF National Situational Analysis ECD, which takes a greater in-depth look at the following system components, which have been highlighted by the Pacific Region as priority components for quality Early Childhood Care and Education (ECCE) implementation: policy, legislation, and governance; human resources; curriculum, child assessment, and environment; performance monitoring and assessment; and community partnerships. In 2008, the Ministry of Education (MOE) drafted the Kiribati Early Childhood Care and Education (ECCE) Policy, which was formally endorsed by Cabinet in 2010. The ECCE policy, targeting ages three to five, calls ECCE a "national responsibility" with a mission "to culturally nurture young children in a loving and caring environment to enhance through interactive play the fullest potential of their physical, intellectual, social, emotional and spiritual growth in line with trends and development". This country report presents a framework to benchmark Kiribati's ECD system; each of the nine policy levers and five system components are examined in detail, and policy options to strengthen ECD are offered. This report is intended to serve as a first step for decision making within the government of Kiribati to improve the ECD system. Now that some areas in need of policy attention have been identified, the country can move forward in prioritizing policy options to promote healthy and robust development for all children during their early years.

The background of the research is based on many cases of the Early Childhood Education (ECD) institutions which provide its service to early childhood students within limited time range only. This resulted the government to act by the release of ECD development policy through holistic integrative approach that includes health, nutrient, nurture, care, and protection in 2003. To support the enhancement of the access and quality of the Holistic Integrative ECD service, locals have a very vital role. This research employs qualitative descriptive method. The research subject of the research is locals, teachers, and principal. The data collection employs observation and interview. The data analysis uses data reduction, data presentation, and conclusion deduction and verification. The result of the results shows that (1) Holistic Integrative ECD service at PAUD Pelangi Post, Pedalangan specifically in giving service to their students to ensure the essential needs of the students is fulfilled, in the practice of the Holistic Integrative ECD program has been done well and successfully. PAUD Pelangi Post has given and prepared what are needed by students through integrative holistic service, both in giving facilities and infrastructure. (2) Locals' participation in the development of Integrative Holistic ECD service at PAUD Pelangi Post is in the level of planning in balancing the ideas in the form of Posyandu and PMT reinforcement; implementing through sending their children to school from early childhood, following Bina Keluarga Balita (BKB), parenting, participating in Posyandu, and donating voluntarily; and supervising by reporting problems of children's development to the principal and school through Puskesmas (Health institution) to find the best solution, hence children could get the best care from the best party. Locals' participation arises due to self-awareness, outside reinforcement, and out of habit. The recommendations of the research are as follow: (1) the local to actively contribute and participate in the effort to equip the ECD institution with facilities and infrastructure to maximize service, (2) the school to develop their Holistic Integrative ECD service that is integrated with Posyandu and Bina Keluarga Balita (BKB), but also actively participate in activities within the area.

Early childhood development and education (ECDE) is devolved in Kenya, which means that each of Kenya's 47 counties budgets for and implements ECDE independently. Kenya provides two years of preprimary education to children ages four and five. Given scarce resources, constructing facilities and hiring teachers are often principal considerations for county governments. The present study investigated whether and how counties go beyond the basic provision of facilities and teachers to invest in learning materials, expand teacher professional development, and hire coaches to improve the quality of teaching. These results are presented in the context of the Tayari ECDE program, which was designed to improve school readiness in a cost-effective way. We present qualitative findings from several counties to describe how government bodies invest in additional elements of preprimary quality improvement. We also compare results across counties that do and do not implement the Tayari model to understand whether implementation of an effective program to increase ECDE quality encourages adjustments in government resource allocations. In addition, we present quantitative results from a large-scale longitudinal treatment and control study of the Tayari model, which tested the effectiveness of curriculum-aligned instructional materials and teacher training and support in improving learners' school readiness in public and low-cost private learning centers. Finally, we present policy implications for decentralized government structures responsible for providing ECDE, noting how these can be supported and incentivized to increase investments in ECDE quality.

This report presents an analysis of the Early Childhood Development (ECD) subsector, including programs and policies that affect young children in the Solomon Islands. This was a collaborative effort between UNICEF and World Bank Group, as it combines World Bank Group's SABER-ECD framework, which includes analysis of early learning, health, nutrition, and social and child protection policies and interventions in the Solomon Islands, along with regional and international comparisons, as well as the regionally developed UNICEF National Situational Analysis-ECD, which takes a greater in-depth look at the following system components, which have been highlighted by the Pacific Region as priority components for quality Early Childhood Care and Education (ECCE) implementation: policy/legislation and governance; human resources; curriculum, child assessment, and environment; performance monitoring and assessment; and community partnerships. The government of the Solomon Islands (SIG) recognizes the importance of providing early learning opportunities for young children. In 2008 the Ministry of Education and Human Resources Development (MEHRD) endorsed a National Early Childhood Education Policy Statement, targeting age's three to five, which states its commitment to develop a quality Early Childhood Education (ECE) sector. This commitment has been reflected in both the National Education Action Plan, 2013–2015, and the Education Strategic Framework, 2007–2015. However, the statement clearly identified 'in relation to quality practice, the payment and training of teachers, relevant curriculum, effective management, community awareness about the value of ECCE and children's access and participation in ECCE' as challenges to the implementation of ECCE services.

Africa's Future, Africa's Challenge compiles the latest data and viewpoints on the state of Sub-Saharan Africa's children. Topics covered include the rationale for investing in young children, policy trends in early childhood development (ECD), historical perspectives of ECD in Sub-Saharan Africa including indigenous approaches, new threats from HIV/AIDS, and the importance of fathers in children's lives. The book also addresses policy development and ECD implementation issues; presents the ECD programming experience in several countries, highlighting best practices and challenges; and evaluates the impact of ECD programs in a number of countries.

This report presents an analysis of the early childhood development (ECD) programs and policies that affect young children in the Gambia and recommendations to move forward. This report is part of a series of reports prepared by the World Bank using the systems approach for better education results (SABER) - ECD framework and includes analysis of early learning, health, nutrition, and social and child protection policies, and interventions in the Gambia, along with regional and international comparisons.

This report presents an analysis of the early childhood development (ECD) programs and policies that affect young children in the Democratic Republic of Congo and recommendations to move forward. This report is part of a series of reports prepared by the World Bank using the systems approach for better education results (SABER) - ECD framework and includes analysis of early learning, health, nutrition, and social and child protection policies, and interventions in Democratic Republic of Congo, along with regional and international comparisons.

Objective. Early childhood development (ECD) programs have demonstrated drastic improvements in survival, growth, health, and social productivity. An ECD pilot intervention was delivered to vulnerable populations of a Women, Infants, and Children (WIC) clinic in Des Moines, Iowa, to assess ECD outcomes and parental receivability in this setting. Study Design. In a randomized, single blinded control initiative, WIC group sessions of mothers (children aged 2 years and younger) were selected for pilot ECD intervention (37 participants) or control (36). Care for Child Development ECD course material was supplemented to intervention groups. Survey results were assessed with paired samples T-testing and by an ANOVA. Results. Pilot session receivability demonstrated significance in all areas relative to control: enjoyment, p=0.008; learning capacity, p=0.011; and participant sharing, p=0.023. Furthermore, the previously validated ECD intervention demonstrated significantly improved cumulative 1 month behavior outcomes following the intervention: p=0.006. Conclusions. The WIC setting provides an ideal environment for delivering ECD education beyond traditional counseling in nutrition. High receivability indices among parents demonstrate remarkable capacity for improvement and growth. The significance in receivability, as well as 1 month behavior outcomes, represents parents' overall readiness to enhance the home environment for their child if merely educated how.

Objectives: Stunting remains a prevalent issue in Tanzania. The consequences of stunting include reduced height, greater susceptibility to disease, and diminished cognitive ability throughout the lifespan. Lack of psychosocial stimulation is associated with increased stunting, particularly in terms of its cognitive impact. The Addressing Stunting in Tanzania Early (ASTUTE) program was a large social and behavior change communication (SBCC) intervention that aimed to reduce childhood stunting in the region by targeting early childhood development (ECD) behaviors. The purpose of this study is to report on the extent to which exposure to ASTUTE might be related to ECD behaviors. Methods: ASTUTE disseminated program messages via a mass media campaign and interpersonal communication (IPC). Logistic regression models were used to explore the relationship between exposure to TV, radio, IPC messages, and key ECD behaviors of female primary caregivers and male heads of household. Results: Among primary caregivers, IPC was positively associated with all ECD behaviors measured. Radio was associated with all behaviors except drawing with their child. TV was associated with all behaviors except playing with their child. Among heads of household, only the radio was positively associated with the ECD behaviors measured. Conclusions for practice: Findings indicate that SBCC interventions that include mass media and IPC components may be effective at promoting parental engagement in ECD behaviors. Significance: We know that ECD is important for a child's development. We know that parents play a critical role in promoting ECD behaviors. We are still exploring ways to influence parents so that they are more involved in ECD behaviors. The results presented here provide evidence for successful mass media and IPC efforts to improve parents' ECD behaviors. We hope this study will add more evidence for large interventions such as these to the literature, and we are very hopeful that governments and large international NGOs will prioritize SBCC approaches in the future, especially in locations where face-to-face interventions may be challenging.

Children's environments - especially relationships with caregivers - sculpt not only developing brains but also multiple bio-behavioral systems that influence long-term cognitive and socioemotional outcomes, including the ability to empathize with others and interact in prosocial and peaceful ways. This speaks to the importance of investing resources in effective and timely programs that work to enhance early childhood development (ECD) and, by extension, reach communities at-scale. Given the limited resources currently devoted to ECD services, and the devastating impact of COVID-19 on children and communities, there is a clear need to spur government leaders and policymakers to further invest in ECD and related issues including gender and racial equity. This essay offers concrete examples of scholarly paradigms and leadership efforts that focus on child development to build a peaceful, equitable, just, and sustainable world. As scholars and practitioners, we need to continue to design, implement, assess, and revise high-quality child development programs that generate much-needed evidence for policy and programmatic changes. We must also invest in global partnerships to foster the next generation of scholars, practitioners, and advocates dedicated to advance our understanding of the bio-behavioral systems that underlie love, sociality, and peace across generations. Especially where supported by structural interventions, ECD programs can help create more peaceful, just, and socially equitable societies.

The Government of Tajikistan places a high priority on early child development (ECD) as a tool for social and economic transformation of the nation. Prior to launching large scale investments and embarking on policy changes, the government requested the World Bank and the Global Partnership for Education (GPE) to support a series of reviews that will enable a deeper understanding of the ECD sector. The first review was concluded in June 2019 and focused on a detailed analysis of the status, policies, and outcomes in early childhood education and care. The current note focuses on the regulatory environment for provision of ECD services, provides a summary of present programs, and makes policy recommendations for enhancing ECD outcomes in Tajikistan.

BACKGROUND: Hundreds of millions of children living in poverty worldwide are not reaching their full, developmental potential. Programs to promote nurturing and responsive caregiving, such as those in which community health workers (CHWs) conduct home visits to support optimal early childhood development (ECD), have been effective in small trials, but have not achieved similar success at scale. This study will explore two approaches to scale-up: converting a home-visiting model to a group-based model; and integrating the ECD curriculum into an existing government program. The objectives of the study are to: 1) Measure how the integration of ECD activities affects time and task allocation of CHWs and CHW psychosocial wellbeing; 2) Examine how the integration of ECD activities affects caregiver-child dyad participation in standard health and nutrition activities; and 3) Explore how the availability of age-appropriate play materials at home affects caregiver-child dyad participation rates in a group-based ECD program. METHODS: We will randomize 75 communities in rural Madagascar into three arms: 1) [C], which is the status quo (community-based health and nutrition program); 2) [T], which is C + ECD group sessions [T]; and 3) [T +], which is T with the addition of an enhanced play materials package for home use. All children between 6–30 months old at the time of the intervention launch will be eligible to participate in group activities. The intervention will last 12 months and is comprised of fortnightly group sessions in which the CHWs provide caregiver-child dyads with information relating to ECD; CHWs will also include structured time for caregivers to practice the play and child stimulation activities they have learned. We will administer monthly surveys to measure CHW time use and task allocation, and we will leverage administrative data to measure caregiver-child dyad participation in the group sessions. DISCUSSION: The results from the trial will provide the evidence base required to implement an integrated ...