Toward Quality Early Learning: Systems for Success | 247
Many—but Two Focal—Systems To begin to address systemic challenges associated with early learning services, it must be acknowledged that the “mess” was not created by any single program or discipline. Consequently, its solution must be grounded in multiple disciplines and the institutional systems that bring them to reality. Many systems influence young children, including the family system, the (embryonic in most countries) ECEC system, the education system, the health system, the welfare system, the neighborhood or housing system, and the economic and political systems. Despite their distinct functions, structures, and cultures, they all are supported by public policies that often reinforce their insularity and render them somewhat impervious to change. Embedded in the social and operational fabric of countries, they all influence young children, albeit to different degrees. But do all these systems affect early learning services, the focus of this volume, to the same degree? Throughout this volume, and as noted, early learning services refer to the array of activities that children ages three to six experience when they are in center-based education services outside the home; such services primarily focus on developing and delivering pedagogical opportunities to advance young children’s learning. Using this definition, early learning services around the world are delivered through two main systems: ECEC and education (figure 6.1). Some countries deliver
Figure 6.1 Early Learning as a Bridge Linking Two Systems
ECEC SYSTEM
EARLY LEARNING
Source: Original figure for this publication. Note: ECEC = early childhood education and care.
EDUCATION SYSTEM
