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Early childhood education (ECE), also known as nursery education, is a branch of education theory that relates to the teaching of children (formally and informally) from birth up to the age of eight.[1] Traditionally, this is up to the equivalent of third grade.[2] ECE is described as an important period in child development.

ECE emerged as a field of study during the Enlightenment, particularly in European countries with high literacy rates.[3] It continued to grow through the nineteenth century as universal primary education became a norm in the Western world. In recent years, early childhood education[4] has become a prevalent public policy issue, as funding for preschool and pre-K is debated by municipal, state, and federal lawmakers.[5][6][7] Governing entities are also debating the central focus of early childhood education with debate on developmental appropriate play versus strong academic preparation curriculum in reading, writing, and math.[8] The global priority placed on early childhood education is underscored with targets of the United Nations Sustainable Development Goal 4. As of 2023[update], however, "only around 4 in 10 children aged 3 and 4 attend early childhood education" around the world.[9] Furthermore, levels of participation vary widely by region with, "around 2 in 3 children in Latin American and the Caribbean attending ECE compared to just under half of children in South Asia and only 1 in 4 in sub-Saharan Africa".[9]

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ECE is also a professional designation earned through a post-secondary education program. For example, in Ontario, Canada, the designations ECE (Early Childhood Educator) and RECE (Registered Early Childhood Educator) may only be used by registered members of the College of Early Childhood Educators, which is made up of accredited child care professionals who are held accountable to the College's standards of practice.[10]

Research shows that early-childhood education has substantial positive short- and long-term effects on the children who attend such education, and that the costs are dwarfed by societal gains of the education programs.[11][12][13][14][15]

The Developmental Interaction Approach is based on the theories of Jean Piaget, Erik Erikson, John Dewey, and Lucy Sprague Mitchell. The approach focuses on learning through discovery.[16]Jean Jacques Rousseau recommended that teachers should exploit individual children's interests to make sure each child obtains the information most essential to his personal and individual development.[17] The five developmental domains of childhood development include:[18] To meet those developmental domains, a child has a set of needs that must be met for learning. Maslow's hierarchy of needs showcases the different levels of needs that must be met the chart to the right showcases these needs.[19]

Friedrich Froebel was a German Educator that believed in the idea of children learning through play.[25] Specifically, he said, "play is the highest expression of human development in childhood, for it alone is the free expression of what is in the child's soul." Froebel believed that teachers should act as a facilitators and supporters for the students's play, rather than an authoritative, disciplinary figure. He created educational open-ended toys that he called "gifts" and "occupations" that were designed to encourage self expression and initiation.[26]

Maria Montessori was an Italian physician that, based on her observations of young children in classrooms, developed a method of education that focused on independence. In Montessori education, a typical classroom is made up of students of different ages and curriculum is based on the students' developmental stage, which Montessori called the four planes of development.[27]

However, teachers can enhance understandings and learning for students. Vygotsky states that by sharing meanings that are relevant to the children's environment, adults promote cognitive development as well. Their teachings can influence thought processes and perspectives of students when they are in new and similar environments. Since Vygotsky promotes more facilitation in children's learning, he suggests that knowledgeable people (and adults in particular), can also enhance knowledges through cooperative meaning-making with students in their learning, this can be done through the zone of proximal development by guiding children's learning or thinking skills .[36] Vygotsky's approach encourages guided participation and student exploration with support. Teachers can help students achieve their cognitive development levels through consistent and regular interactions of collaborative knowledge-making learning processes.

Jean Piaget's constructivist theory gained influence in the 1970s and '80s. Although Piaget himself was primarily interested in a descriptive psychology of cognitive development, he also laid the groundwork for a constructivist theory of learning.[37] Piaget believed that learning comes from within: children construct their own knowledge of the world through experience and subsequent reflection. He said that "if logic itself is created rather than being inborn, it follows that the first task of education is to form reasoning." Within Piaget's framework, teachers should guide children in acquiring their own knowledge rather than simply transferring knowledge.[38]

According to Piaget's theory, when young children encounter new information, they attempt to accommodate and assimilate it into their existing understanding of the world. Accommodation involves adapting mental schemas and representations to make them consistent with reality. Assimilation involves fitting new information into their pre-existing schemas. Through these two processes, young children learn by equilibrating their mental representations with reality. They also learn from mistakes.[39]

A Piagetian approach emphasizes experiential education; in school, experiences become more hands-on and concrete as students explore through trial and error.[40] Thus, crucial components of early childhood education include exploration, manipulating objects, and experiencing new environments. Subsequent reflection on these experiences is equally important.[41]

According to Piagetian theory, language and symbolic representation is preceded by the development of corresponding mental representations. Research shows that the level of reflective abstraction achieved by young children was found to limit the degree to which they could represent physical quantities with written numerals. Piaget held that children can invent their own procedures for the four arithmetical operations, without being taught any conventional rules.[44]

Piaget's theory implies that computers can be a great educational tool for young children when used to support the design and construction of their projects. McCarrick and Xiaoming found that computer play is consistent with this theory.[45] However, Plowman and Stephen found that the effectiveness of computers is limited in the preschool environment; their results indicate that computers are only effective when directed by the teacher.[46] This suggests, according to the constructivist theory, that the role of preschool teachers is critical in successfully adopting computers as they existed in 2003.[47]

David Kolb's experiential learning theory, which was influenced by John Dewey, Kurt Lewin and Jean Piaget, argues that children need to experience things to learn: "The process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience." The experimental learning theory is distinctive in that children are seen and taught as individuals. As a child explores and observes, teachers ask the child probing questions. The child can then adapt prior knowledge to learning new information.

In recent decades, studies have shown that early childhood education is critical in preparing children to enter and succeed in the (grade school) classroom, diminishing their risk of social-emotional mental health problems and increasing their self-sufficiency later in their lives.[49] In other words, the child needs to be taught to rationalize everything and to be open to interpretations and critical thinking. There is no subject to be considered taboo, starting with the most basic knowledge of the world that they live in, and ending with deeper areas, such as morality, religion and science. Visual stimulus and response time as early as 3 months can be an indicator of verbal and performance IQ at age 4 years.[50] When parents value ECE and its importance their children generally have a higher rate of attendance. This allows children the opportunity to build and nurture trusting relationships with educators and social relationships with peers.[51]

By providing education in a child's most formative years, ECE also has the capacity to pre-emptively begin closing the educational achievement gap between low and high-income students before formal schooling begins.[52] Children of low socioeconomic status (SES) often begin school already behind their higher SES peers; on average, by the time they are three, children with high SES have three times the number of words in their vocabularies as children with low SES.[53] Participation in ECE, however, has been proven to increase high school graduation rates, improve performance on standardized tests, and reduce both grade repetition and the number of children placed in special education.[54]

A study was conducted by the Aga Khan Development Network's Madrasa Early Childhood Programme on the impact that early childhood education had on students' performance in grade school. Looking specifically at students who attended the Madrasa Early Childhood schools (virtually all of whom came from economically disadvantaged backgrounds), the study found that they had consistently ranked in the top 20% in grade 1 classes. The study also concluded that any formal early childhood education contributed to higher levels of cognitive development in language, mathematics, and non-verbal reasoning skills.[55] e24fc04721