Early Childhood Education – policies and curriculum

For some teachers the curriculum can be a constraint rather than a guide, we need to explore further,  future-orientated curricula for young children.

Publication: Content, comprehensiveness and coherence in policies for early childhood – how the curriculum can contribute 
UNESCO: the seventh issue of the IBE In-Progress Reflections series  

The seventh issue of the IBE In-Progress Reflections series on Current and Critical Issues in Curriculum, Learning and Assessment, entitled ‘Content, comprehensiveness and coherence in policies for early childhood: how the curriculum can contribute’, explores the context of international agreements and commitments concerning early childhood. The paper aims to review and renew the challenges that are involved in generating educational and curriculum policies for the first level of education.

The paper analyses, from a long-term public policy perspective, some of the challenges that second-generation policies face, placing the curriculum as the articulating factor for the development of comprehensive policies for early childhood. Based on this, avenues are proposed on which to base policy definitions in the framework of the commitments of the Convention on the Rights of the Child, international declarations, agreements and goals promoted by international organizations on early childhood. To this end, five themes that have a direct impact on strengthening public policies on the development and overall well-being in childhood have been identified.

Access the seventh issue of the IBE In-Progress Reflections series here

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