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Gender, Early Childhood and School Readiness: Critical Links

Gender, Early Childhood and School Readiness: Critical Links. Strong Foundations: GMR 2007. Platform for high level advocacy Stimulates critical dialogue Emphasizes synergy: ECD EFA and MDG Highlights gaps and identifies challenges Data driven comparative insight

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Gender, Early Childhood and School Readiness: Critical Links

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  1. Gender, Early Childhood and School Readiness: Critical Links

  2. Strong Foundations: GMR 2007 • Platform for high level advocacy • Stimulates critical dialogue • Emphasizes synergy: ECD EFA and MDG • Highlights gaps and identifies challenges • Data driven comparative insight • Identifies those left behind • Urgent call coordination, national policies, political will and donor commitment

  3. Program Diversity: Formidable Challenge • Many players • Lack of benchmarks, standards • Absence of disaggregated data • “Other” ECCE programs • Parental education excluded • “Care” component lacking

  4. Challenges: Impact on 2007 GMR • Reliance on preprimary institutions • Typology of alternative options • Focus on education sector • Strong conceptual linkages • Practical programmatic coordination • Capitalize on existing global initiatives

  5. Objectives • Rationale for linking ECCE/UNGEI • Science of ECD process of early gender socialization • Program Implications • Build on health/nutrition interventions • Alternatives to preschool • Quality Preschool/primary

  6. Barriers to Girls’ Education • Gender discrimination • Poverty • Weak legal frameworks • Uneven playing field • Safety and security • Irrelevant/poor quality learning environment • Single focus strategies

  7. ECD and UNGEI: A Critical Link • Family: • Promote positive gender socialization • Increase aspirations/expectations • Support family literacy • Instills rhythm of schooling

  8. ECD and UNGEI • Girls: • Enhances self esteem aspirations • Relieves child care responsibilities • Facilitates on time enrolment/readiness • Schools: • Improves learning/teaching methods • Promotes internal efficiency

  9. Explosion of Research • Developmental health; • Brain development; • Genetics and experience; • Coping and competence; • Communication and learning.

  10. Social Emotional Development • Attachment • Play • Language and communication • Self-esteem • Compliance and sense of values • Emotional regulation • Concentration, planning, problem solving • Social competence and empathy

  11. Gender Socialization • Ability/drive to imitate social appropriate gender roles • Self-conscious emotions (shame, embarrassment, pride 18- 24) • Gender categories established (24 months) • Categorize behavior select gender appropriate response • Externally reinforced • Increasing gender typed behaviors

  12. Factors Influencing Gender Development • Genetic Influences • Environmental Influences • Traditional gender roles • Activities/opportunities • Parental/family expectations/response • Peers • School • Media

  13. Reaching Youngest Girls/Families The first 3 Years • Role of child health care providers • Early child development science of health promotion • Assessment physical as well as behavior • Build on strengths • Anticipatory guidance/threats to development • Focused questions guided observations • “Touch points” in gender socialization

  14. Existing Points of Entry: Comprehensive Services • Community Health Centers • Safe Motherhood • Integrated Management of Child Illness • Home Visiting Models • Nutrition/feeding programmes • Baby Friendly Hospitals

  15. When There Are No Preschools • Parenting Education Programs • Support parent/home learning environments • Guiding frameworks/flexibility to address supports/curtails development

  16. Recommended Strategies • Child-to-child Approach • Captures a natural learning system • Extends the school into family • Series of interactive activities /learning games • Focus attention year before formal school • Community based Family Resource Centers • Early learning activities • Parent support/education • Entry point/linkages health/nutrition services

  17. Quality Preprimary/Grade One • Teaching and Learning Methods • Assessments/observations build on strengths, needs, individual learning styles • Guided play-based learning • Problem solving skills • Balance of child-initiated and adult-directed • Promotion of early literacy and language skills • Context driven learning themes bridge from home to school

  18. Summary • GMR powerful advocacy tool • Urgent call for conceptual clarity/strategic frameworks • Science of ECD early gender socialization • Critical linkages to UNGEI/FTI • Strategic Recommendations • Strengthen collaboration with existing health services • Alternatives to formal preschools • Quality teaching and learning

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