Transcript Strenths of GMR

Gender, Early Childhood and
School Readiness: Critical Links
Strong Foundations: GMR 2007
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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
Program Diversity: Formidable
Challenge
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Many players
 Lack of benchmarks, standards
 Absence of disaggregated data
 “Other” ECCE programs
 Parental education excluded
 “Care” component lacking
Challenges: Impact on 2007
GMR
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Reliance on preprimary institutions
 Typology of alternative options
 Focus on education sector
 Strong conceptual linkages
 Practical programmatic coordination
 Capitalize on existing global initiatives
Objectives
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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
Barriers to Girls’ Education
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Gender discrimination
Poverty
Weak legal frameworks
Uneven playing field
Safety and security
Irrelevant/poor quality learning environment
Single focus strategies
ECD and UNGEI: A Critical
Link
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Family:
– Promote positive gender socialization
– Increase aspirations/expectations
– Support family literacy
– Instills rhythm of schooling
ECD and UNGEI
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Girls:
– Enhances self esteem aspirations
– Relieves child care responsibilities
– Facilitates on time enrolment/readiness
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Schools:
– Improves learning/teaching methods
– Promotes internal efficiency
Explosion of Research
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Developmental health;
 Brain development;
 Genetics and experience;
 Coping and competence;
 Communication and learning.
Social Emotional
Development
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Attachment
Play
Language and communication
Self-esteem
Compliance and sense of values
Emotional regulation
Concentration, planning, problem solving
Social competence and empathy
Gender Socialization
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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
Factors Influencing Gender
Development
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Genetic Influences
 Environmental Influences
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Traditional gender roles
Activities/opportunities
Parental/family expectations/response
Peers
School
Media
Reaching Youngest Girls/Families
The first 3 Years
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Role of child health care providers
– Early child development science of health
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promotion
Assessment physical as well as behavior
Build on strengths
Anticipatory guidance/threats to development
Focused questions guided observations
“Touch points” in gender socialization
Existing Points of Entry:
Comprehensive Services
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Community Health Centers
 Safe Motherhood
 Integrated Management of Child Illness
 Home Visiting Models
 Nutrition/feeding programmes
 Baby Friendly Hospitals
When There Are No
Preschools
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Parenting Education Programs
– Support parent/home learning environments
– Guiding frameworks/flexibility to address
supports/curtails development
Recommended Strategies
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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
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Community based Family Resource Centers
– Early learning activities
– Parent support/education
– Entry point/linkages health/nutrition services
Quality Preprimary/Grade One
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Teaching and Learning Methods
– Assessments/observations build on strengths, needs,
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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
Summary
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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