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By Dr. Almina Pardhan Aga Khan University Institute for Educational Development

Transforming society through early childhood education and development Nurturing Care for Early Child Development. By Dr. Almina Pardhan Aga Khan University Institute for Educational Development September 10 , 2018 ECD Seminar Gilgit. Overview.

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By Dr. Almina Pardhan Aga Khan University Institute for Educational Development

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  1. Transforming society through early childhood education and developmentNurturing Care for Early Child Development By Dr. Almina Pardhan Aga Khan University Institute for Educational Development September 10 , 2018 ECD Seminar Gilgit

  2. Overview • Key insights about Early Child Development (ECD) • Where are we today with ECD, globally / nationally • Nurturing Care for ECD • ECD in the Context of Sustainable Development Goals (SDGs) • A Collective Way Forward

  3. ECD: A Crucial Developmental Phase Children: the basis for all dimensions of sustainable development • What happens – or does not happen – to children early in life is critical to their immediate well-being and to their future.

  4. The Long Reach of ECD Base for: • Health and well-being • Behavior • Learning • Adapting to change • Productivity Continuing development builds on this base • Early Brain Development • Genes • Experiences Multigenerational effects

  5. Example of sensitive periods: • Basic vision and hearing which develop first; • Early language skills and higher cognitive functions which develop later

  6. ECD: Growth in New Science • 219 million (39%) < 5 years old in LMICs risk not reaching developmental potential  average deficit of 19.8% in adult annual income Lancet Series (2007; 2011) Advancing Early Childhood Development: From Science to Scale • Research, programmes, and policies have advanced • Growth of new science on child brain development New Lancet Series (2016)

  7. ECD: Advances in Neuroscience and Longitudinal Follow-up Approaches Earlier conclusions strengthened about early experiences and contextual factors • Early childhood is especially sensitive to risk factors such as poverty and adverse childhood experiences • Inequities in development begin prior to conception Long-term physiological and epigenetic effects on brain development and cognition Loss of human potential, with multigenerational effects Source: Barth et al (2008). Credit: Center on the Developing Child: https://developingchild.harvard.edu/resources/five-numbers-to-remember-about-early-childhood-development/ Source: C.A. Nelson (2008); Marshall, Fox, & the BEIP Core Group (2004) - Reported by the Centre on the Developing Child - Harvard

  8. ECD: Advances in Neuroscience and Longitudinal Follow-up Approaches Earlier conclusions have been strengthened about early experiences and contextual factors Dong et. al. (2004) Reported by the Centre on the Developing Child – Harvard: https://developingchild.harvard.edu/resources/five-numbers-to-remember-about-early-childhood-development/

  9. ECD: Advances in Neuroscience and Longitudinal Follow-up Approaches Earlier conclusions have been strengthened about early experiences and contextual factors • EARLY AND TIMELY INTERVENTIONS • Reduce effect of risks • Reduce inequities and increase productivity • NURTURING CARE • Positively associated with children’s health, growth and development • Reduces the detrimental effects of low socioeconomic status on brain development • MULTISECTORAL INTERVENTIONS • Starting with health

  10. Where are we today with ECD? Increased awareness globally: ECD; investments into ECD MDGs and EFA goals Improving rates of child survival Increased educational opportunities Growing partnerships Gradual cross-sector, systems, interdisciplinary, approaches Sense of moving from knowledge to action

  11. We still have a long way to go…

  12. ECD: Uncertain Times Globally • Estimated 250 million children under 5 years old in LMIC • 43% are at risk of suboptimal development: • Poverty and stunting • Low maternal education • Low mental and physical stimulation Many challenges complicate ECD Increased migration Instability and conflict Climate change Technology Natural disasters

  13. ECD: Uncertain Times Pakistan • Millions of children risk not meeting developmental potential • Poverty • Widespread malnutrition - children and maternal • Lack of stimulation, exposure to environmental hazards • 44% of children < 5 years old stunted • 23.7% net enrollment in pre-primary school Many challenges complicate ECD Limited progress in addressing basic determinants Population growth Urban migration Little investment in ECD Socio-political instability and conflict Natural disasters

  14. ECD: Urgent to shift efforts from the ‘why’ to the ‘do’ • Urgent need to transform evidence to practice • Before it was survival, supply and distribution • Now it is thrive and transformation How do we achieve this shift?

  15. New Evidence Advancing ECD: A Life Course Perspective Reach Developmental Potential • NURTURING CARE: • Health • Nutrition • Security & Safety • Responsive Caregiving • Early Learning Multi-generational life course of development, health, and well-being Enabling Environment for Caregiver, Family, Community Social, Economic, Political, Climatic, Cultural Contexts

  16. SDGs – a unique and significant opportunity to drive integrated transformation in ECD • Goal 1: ECD is cost effective • Goal 2: Stimulation and nutrition • Goal 3: Healthy lives, long healthy life • Goal 4: Lifelong learning begins at birth • Goal 5: Gender equality, greater investment in quality childcare • Goal 8: Promote decent work, professionalization of caregivers • Goal 10: Reducing Inequalities • Goal 11: Safe cities, ECD spaces, natural love for environment • Goal 16: Peaceful societies

  17. SDGs – a unique and significant opportunity to drive integrated transformation in ECD • How do we help children to develop their potential in their diverse cultures and contexts? • How do we help to prepare 21st century children for a safe and harmonious planet in a dynamic, pluralistic, technological world? • How do we help children to have the ability to handle complex information, be flexible, adaptable, problem-solvers, creative and critical thinkers? • How do we nurture children to put themselves in another’s shoes?

  18. ECD: From ‘Why’ to ‘How’ Leverage on SDGs for integrated transformation Collective commitment to action Multisector approach: polices, planning, monitoring Visibility of ECD in national and provincial budgets Urgently invest in children Systems-based approach, integrated into existing platforms Research Study and learn from lo—cost intervention models Scale-up models Family & child friendly policies and services Contextualize community messages Increase protection for children

  19. Early child development… There is no time to lose. We must take collective action, together, NOW, to transmit hope into reality.

  20. References Black, M.M., Walker, S.P., Fernald, L.C.H., Andersen, C.T., DiGirolamo, A.M., Chunling, Lu, McCoy, D.C., Fink, G., Shawar, Y.R. Shiffman, J. Devercelli, A.E. Wodon, Q.T., Vargas-Baron, E. & Grantham-McGregor, S. (2016). Early childhood development coming of age: science through the life course. The Lancet. 389(10064), pp. 77-90. Retrieved from: http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(16)31389-7.pdf Jamieson, J., Bertrand, J., Koshyk, J., & Elfenbaum, M. (Eds.). (2012). Science of early child development (International ed.). [Online resource]. Winnipeg, MB: Red River College. www.scienceofecd.com Ministry of Education. 2003. National Plan of Action on Education for All (2001–2015) Pakistan. Islamabad: Government of Pakistan. Ministry of Education. 2007. Pakistan National Curriculum for Early Childhood Education. Islamabad: Government of Pakistan. Ministry of Education. 2009. National Education Policy 2009. Islamabad: Government of Pakistan. Ministry of Education. 2013. National Plan of Action 2013-16 Achieving Universal Primary Education in Pakistan MDG Acceleration Framework. Islamabad, Pakistan: UNESCO and UNICEF. Retrieved from: http://itacec.org/document/2015/8/nep/National_Plan_of_Action_Pakistan.pdf Pardhan, A. & Pelletier, J. (2017). Pakistani pre-primary teachers’ perceptions and practices related to gender in young children, International Journal of Early Years Education, 25:1, 51-71, DOI: 10.1080/09669760.2016.1263938 The Lancet. (2016). Advancing early childhood development: From science to scale. An executive summary for the Lancet’s Series. Retrieved from: www.thelancet.com/series/ECD2016

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