Quality Early Learning by World Bank Publications

Quality Early Learning

Building an Effective Early Childhood Education Workforce | 127

Figure 3.1 F our Strategies to Strengthen the ECE Workforce

ATTRACT

Attract high quality candidates to the ECE workforce by enhancing the status of the ECE profession

PREPARE

Equip ECE educators with appropriate and relevant skills, knowledge, dispositions, and competencies

SUPPORT

Provide ongoing support and professional development to protect ECE educators’ well-being

Strengthening the ECE workforce

RETAIN

Ensure educator retention by implementing minimum working conditions and providing conditions that promote job satisfaction

Source: Original figure for this publication. Note: ECE = early childhood education.

Successful attainment of these principles is dependent on broader implementation of systemic supports to underpin work across the four areas. These systemic supports should include a transparent system of award and remuneration opportunities; high-quality, relevant, and supportive incremental training and PD; and effective monitoring and evaluation of structural components of ECE that are fed back to, and support, the workforce for effective delivery of ECE. Although the principles outlined here may be equally applicable across ECE and other education sectors, there are important distinctions in the considerations listed within each principle. These distinctions reflect global consensus, embodied in the concept of “nurturing care” (Black et al. 2017), around the importance in ECE of holistic

Quality Early Learning

Articles inside

References

Notes

Annex 6A: ECEC Systems Theory of Change

6.1 Chapter 6: Summary of Key Takeaways

Conclusion

Implementing Quality Early Learning by Addressing Complex Systems

6.2 The Elements of the ECEC System

A Systemic Approach to Aligning and Delivering Early Learning

Systems That Frame Early Learning Services

6.1 Early Learning as a Bridge Linking Two Systems

Annex 5A: Questionnaire Survey

ECE Management: Some Lessons from the Field

5.1 Chapter 5: Summary of Key Takeaways

Conclusion

Putting Policies into Practice

Key Elements of High-Quality ECE Management and Leadership

Introduction

4.2 Summary of Good and Risky Practices

4.1 Chapter 4: Summary of Key Takeaways

Conclusion

Putting Policy into Practice: Creating the Right Learning Environments

4.2 Recycled Structures and Climbing Artifacts

Principles of Quality Early Learning Environments in ECE

References

4.1 Scaling Environments within Children’s Reach

3.2 Chapter 3: Summary of Key Takeaways

ECE Workforce

Conclusion

Guidance on Implementation

Four Principles for an Effective ECE Workforce

ECE Educators in Low- and Middle-Income Countries Face Unique Challenges

3.1 Four Strategies to Strengthen the ECE Workforce

References

Conclusion

Classrooms in Chile

2.1 Chapter 2: Summary of Key Takeaways

Case Studies

Guidance on Implementation

Key Curriculum Elements

What Promotes and Hinders Children’s Learning?

Key Elements of High-Quality ECE Pedagogy

1.1 Chapter 1: Summary of Key Takeaways

Conclusion and Areas for Future Research

Young Children’s Learning Skills and Tools

Introduction: The Quality of Children’s Experience in ECE

Five Core Knowledge Areas

References

Children Are Born to Learn

Annex OA: Nonstate Sector Engagement in ECE

Conclusion

Investments beyond ECE That Promote Early Learning

Notes

O.6 The COVID-19 Pandemic and Early Childhood Education

O.5 Problem-Driven Iterative Adaptation Drives Successful Policy Implementation

O.4 Prioritizing Investment to Boost Child Learning while Building Quality ECE at Scale

O.4 Technology

Progressively Building Sustainable Quality ECE

O.2 Children Learn Best in the Language They Understand

1 Examples of Natural and Recycled Resources in

O.3 Early Childhood Education in Contexts of Fragility, Conflict, and Violence

O.5 Public Pressure for Expanded Childcare and the Gradual Universalization of ECE in Norway

O.1 Gradually Upskilling the Workforce: The Case of Hong Kong SAR, China