Early Childhood Education in Brazil: Child Rights to ECE in Context of Great Disparities

One of the world’s largest countries, Brazil’s national policies on early childhood are some of the most progressive and comprehensive in the world. Notable themes in Brazil’s early childhood system include the national protection of children’s rights, the integration of children’s development, starting at birth, into the national education system, and universal preschool education. These rights are juxtaposed against a highly devolved political structure in the context of significant socioeconomic, racial/ethnic, and geographic disparities. As a result, there is variability in access to quality early childhood settings. This case study explores access to quality early childhood education (ECE) for children aged four to six years. We describe the economic and policy contexts of ECE in Brazil, with emphasis on the role of ECE in addressing regional, racial/ethnic, and economic disparities

Profiles of Quality in Three Distinct Early Childhood Programs Using the Brief Early Childhood Quality Inventory (BEQI)

Quality early childhood care and education (ECCE) is important for young children’s holistic healthy development. As ECCE scales, contextually relevant and feasible measurement is needed to inform policy and programs on strengths and areas for improvement. However, few measures have been designed for use across diverse contexts. Drawing on principles of mixed methods design, this study reports on a new approach to ECCE quality measurement: the Brief Early Childhood Quality Inventory. Using data from the USA, Liberia, and Colombia, results indicate variation in the items perceived as highly relevant to each setting and in the characteristics of classrooms including the degree of child autonomy, the types of activities, and in child/educator interactions and dialogue. However, despite this variation, a small set of items indicate potential functionality as cross-country anchor items. Findings lend support to the idea that quality measures can have some common elements with room for adaptation within and across settings. Future work in this area should address the possibility that the significance of these practices for child development also varies across settings