Value/s in early childhood education

Twenty years ago, as an early childhood teacher, I was fortunate to attend a professional development day conference led by the inimitable Professor Tina Bruce. At the conference, Tina asked we early childhood teachers: ‘What one thing would you put your back to the wall for in your job?’ In other words, Tina wanted us to share with one another the values that guide our daily work with young children and their families. An avowed Froebelian, Tina herself subscribes to a very particular set of values (Bruce 2015) and she is not alone. Many early childhood educators over two centuries have been influenced by the principles and philosophy developed by Froebel, the original kindergarten practitioner (Froebel Trust 2018). Indeed, as for so many others, my own initial teacher education was strongly influenced by Froebelian principles which have continued to guide my work in the field for thirty-five years. We live in an era of unprecedented global focus on early childhood development (UNESCO 2017; WHO 2018), in this editorial I revisit Froebel’s principles and I argue that we would be wise to continue to regard them as relevant and valuable touchstones for early childhood education in the twenty-first century

Simulation of the Effects of the Economic Crisis and Response Policies on Children in West and Central Africa: The Case of Burkina Faso

Burkina Faso’s hard earned economic gains in recent years have been eroded by the 2008-09 world financial and economic crisis. The country will particularly feel the effects of the world economic crisis due to its close links with the world economy. Most of the adverse effects are transmitted to households then passed onto children. The situation of children principally depends on the monetary and non-monetary wellbeing of their household. This, together with their greater vulnerability, means that children are at risk of suffering more, and for longer, from the impacts of the crisis. It is therefore crucial to understand and anticipate the effects that the crisis may have on children in Burkina Faso and to propose options for social protection to counter these effects. To this end, we propose a macro-micro economic approach. Macro-micro economic analysis uses a general calculable equilibrium (CGE) model to simulate the impacts of various transmission channels of the crisis to the Burkinabe economy. The results of these simulations are then used for the micro-econometric analysis, which integrates individual and household economic behaviour to evaluate the impact of the crisis on child welfare. A monetary transfer policy targeting poor children appears to be the most effective at reversing the negative effects of the crisis and returning to the trend that would have existed without the crisis. Such a policy, financed by external aid and with a budget of 1% of GDP, re-establishes the trend that monetary poverty would have followed in the absence of a crisis and even leads to a reduction in hunger. It also limits the crisis’ adverse effects on school enrolment, child labour and sick children’s access to modern health care services. A universal (non-targeted) variant of this transfer policy for 0-5 year-olds has similar results and is easier to enact. Policies which subsidize food and cereals, as well as monetary transfer policies for the Centre and Mouhoun regions (the areas most affected by the August-September 2009 floods) were also analyzed.central africa; child labour; child poverty; education; health; hunger; social protection; west africa; world economics;

The impact of policy measures and coaching on the availability and accessibility of early child care: a longitudinal study

We conducted a study of changes in the availability, accessibility and enrolment of children from low-income, single-parent and ethnic minority families in early child care centres. The study was carried out in Brussels which offers unique possibilities to study accessibility in a context in which quality and costs are controlled across centres. A survey on access policies in 89 day care centres, and on 150 mothers regarding their search process, was complemented by two focus groups attended by centre directors. The results were compared with data from a similar study we conducted in 2005. The results show that while inequality in availability has remained, centre directors' awareness of social priority criteria has changed, resulting in a significant increase in the enrolment of children from single-parent and ethnic minority families, and – to a lesser extent – an increase in the enrolment of children from low-income families. The results support the hypothesis that policy measures, combined with support, can influence inequalities in enrolment rates