The Economics of Early Childhood Care and Education : Technical Research Paper
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Qur`an is the first lesson given by Muslim parents or families to their children. In essence, learning must last a lifetime. To create a quality generation, education must be done from an early age in this case through Early Childhood Education, which is education aimed at children from birth to age
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The provision of Early Childhood Education and Care (ECEC) is a major preoccupation of most advanced nations. This chapter attempts to place ECEC in context of the big picture, dealing with certain ideas and constraints that affect the service and the training of professionals who work with children. ECEC occur within a context of ways that the culture and its communities view their children. During normal childhood, especially during the first three years or so of life, the foundations of language are laid down securely, as are the major parameters of attitudes and dispositions towards others and the outside world. Early childhood, and especially that period birth to three or four years, is the time when human organism responds to the environment with such malleability that the very architecture of the brain is affected substantially. There is no doubt that magnetic resonance imaging (MRI) has made major contribution to our knowledge of the brain and how it develops.
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This chapter examines certain factors within healthy life experiences without limiting the search for what is needed and in the best interests of children and their families beyond developmental science and other knowledge from Western cultural worldviews. Both culture and development are important to consider in their complex interaction in order to relate well to early childhood education and care (ECEC) policy and practice work and to best serve children and families worldwide. Policy considerations regarding infants and young children require tools for thinking about actions and consequences related to them. Putcha and van der Gaad estimate that more than 200 million children in the developing world under the age of 5 are suffering the consequences of poverty, nutritional deficiency, and inadequate opportunities for early education. The professional preparation and ongoing professional development of people who work with young children and their families in caregiving and educative capacities is an important aspect of ECEC.
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