Educator Knowledge of Early Childhood Development : Evidence from Eastern Nepal
Early childhood is a crucial period for the cognitive, social, emotional, physical, and language development of children. Of the 200 million children who do not reach their developmental potential worldwide, 66 percent live in South Asia. This pape...
| Main Authors: | , , , , , |
|---|---|
| Language: | English |
| Published: |
World Bank, Washington, DC
2020
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/607711599136172538/Educator-Knowledge-of-Early-Childhood-Development-Evidence-from-Eastern-Nepal http://hdl.handle.net/10986/34467 |
| Summary: | Early childhood is a crucial period for
the cognitive, social, emotional, physical, and language
development of children. Of the 200 million children who do
not reach their developmental potential worldwide, 66
percent live in South Asia. This paper explores gaps in
knowledge among educators in Eastern Nepal about the
importance of early childhood. The results of a survey
headteachers and teachers show that teachers often do not
place enough weight on the importance of behaviors that
contribute to the growth and development of children in
early childhood. There are also large gaps in teachers'
understanding and practice of classroom accommodations for
children with disabilities. The paper illustrates that
educators, who play a large role in children~^!!^s lives
during early years, may be uninformed about the importance
of early childhood development. The paper provides policy
recommendations that can help policymakers target areas that
lack understanding and improve early childhood development
education and understanding among educators. |
|---|