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Peru's Government Day Care: More and Better Training and Support Staff are Needed

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Peru's Government Day Care: More and Better Training and Support Staff are Needed

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Overall, it is crucial that support to child development starts at the earliest possible age. Multiple sectors need to be involved to support the health and nutrition, as well as the cognitive, social and emotional development of the young child. Getting it right at the early childhood stage will lessen many of the issues related to having to ‘catch up’ that school systems and their stakeholders face at the primary level and far beyond.

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Recommended Solutions for Improving ECCE

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Recommended Solutions for Improving ECCE

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There are several ways to spur greater expansion in enrollment.

The Dakar Framework noted the role of national governments and stated that programs should be appropriately designed and targeted.

Governments can take action in a variety of ways to increase the number of children in pre-primary education, including laws, policies, public awareness campaigns, financial incentives and fee abolition. Laws can be used to mandate participation in pre-primary schooling.

Incentives for teachers in rural communities.

Better training for teachers and professionals.

Coordinated interventions combining nutritional support, responsive feeding and stimulation, and early learning can fight the effects of poor diet. Stimulation and learning can be as crucial as the right foods.

Implementation of services aimed at pregnant women, at children from before birth to beyond the start of primary school, and at caregivers. Programs might be carried out in household, child care and early education centers, pre-primary sections of schools, community centers, health centers and hospitals.

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Pre=Primary Gross Enrollment Ration Rose between 1999 and 2012

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Pre=Primary Gross Enrollment Ration Rose between 1999 and 2012

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“Major interventions to improve early childhood care and education have included the abolition of school fees; support for needy pupils; production and supply of teaching and learning materials, staff capacity-building; provision of school uniforms and meals; mainstreaming kindergarten, and stronger collaboration among ministries and between schools and communities.” – Prof. Naana Jane Opoku-Agyemang, Hon. Minister for Education of the Republic of Ghana, Ghana

Progress has been made in the number of children worldwide using ECCE services. Pre-primary education is expanding, with enrollment having increased 64% since 1999 to nearly 184 million children worldwide in 2012.

Review diagram to the left.

Most countries have made progress in reducing child mortality.

A review of studies from Peru found that early interventions tended to have a positive effect on likelihood of enrollment, on avoiding repetition and dropout, and on achievement in the early primary school years. These effects can be very large, and tend to be much greater in the case of poor and marginalized children.

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Many less educated parents lack the resources and knowledge to boost their children’s early cognitive development.

Low maternal education is also a factor in poor nutrition.

*Peru made two years of pre-primary education free and compulsory in 2003 starting at age 3.

Despite Peru’s free and compulsory pre-primary schooling, the private sector has developed in parallel, particularly in urban areas, and mainly serving better off families. Private growth in Peru has been substantial: in 1988 the ratio of public to private provision was 4:1, but ten years later it had become nearly equal at 1.5:1

Structural inequity and lack of attention to issues of quality

Relying on insufficiently trained staff can lead to disappointing results, as in Peru.

Click Peru’s government day care: more and better training and support of staff are needed on the right for more information.

In general, the low pay and status of early childhood workers undermine the possibility of recruiting and retaining high-calibre staff. High turnover damages the relationships which are so key to children’s development.

*This factor facilitates the EFA program.

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Malnourished children attain fewer years of schooling and learn less while in school.

Poor nutrition is a global problem that is rooted in poverty.

Parental leave and child care services can help families to support children’s development. However, parental leave is not universal.

There is no standard definition of what good quality of service in child care centers means. However, researchers around the world seem to be in agreement that ECCE professionals must be skilled in building relationships with children and families and possess a solid understanding of how young children develop in order to promote children’s development. Education and training are necessary to ensure good quality care in the home and in centers.

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The early childhood years set the foundation for life. Getting these foundations right carries huge future benefits. Supporting children’s development at the earliest stages has an enormous impact in terms of better educational and wider societal outcomes. The highest economic returns to investment in education are currently at the early childhood stage.

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Education for All Goal # 1: Early Childhood Care and Education (ECCE)

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Education for All Goal # 1: Early Childhood Care and Education (ECCE)

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Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.