Early Childhood Education: Challenge of the Third Millennium:
Morelia Declaration
Preamble
Early childhood,
the period from conception to around the age of 7 years, is a
decisive phase in the human life cycle. Evidence from physiology,
biology, nutrition, sociology, psychology, the neurosciences,
and other fields show that these years are critical for the well-being
and physical development of children; for the growth of intelligence
and personality; and for the development of positive social attitudes.
During the period, young children absorb fundamental human and
social values, primarily through their concrete experience of
living and from the behaviour of parents, educators and communities.
For these reasons,
programmes in support of early childhood development, care and
education continue to experience strong policy interest in all
countries. From a practical angle, policy makers recognise that
high quality programmes strengthen the foundations of lifelong
learning for all children and support the broad educational needs
of families and societies. The provision of early childhood services
also enables parents to continue in the workforce while their
children are young. Salaried work allows women to participate
in social and economic life and significantly contributes to family
budgets. In turn, maternity and parental leave policies, and early
childhood provision funded by governments facilitate choice and
equality for women.
Families and parents
continue to be the first and most important educators of young
children. This basic right is recognised in national constitutions
and the international legal covenants: "The family is the natural
and fundamental group unit of society and is entitled to protection
by society and the State... Parents have a prior right to choose
the kind of education that shall be given to their children."
(Universal Declaration of Human Rights, Articles 16 and 26, United
Nations, 1948). In certain instances, support networks may have
to take the place of parents, and we include them in the following.
Through centre-based and other forms of early childhood provision
(home-based, media, family day care.), the state facilitates parents
in their child-rearing tasks and will seek to support nurturing
family environments.
A responsibility
of the state is to provide effective support to families through
comprehensive social and educational policies. Where young children
are concerned, governmental support can include:
The following seven
principles summarise the reflections of the international group:
Principle
I. To attend to the social context of early childhood
-Social equity:
Social equity is a pre-condition for successful education systems.
If early childhood services are to be effective, the perverse
effects of poverty should be eradicated, in particular, the lack
of access of families to basic services and the denial of social
participation. Early childhood services and education systems
can do much to alleviate the effects of disadvantage, but a high
level of child poverty greatly impedes the task of raising the
national educational level. For this reason, it seems more efficient
if poverty alleviation, social and health support to families,
and early childhood provision are conducted hand simultaneously.
-Equality of
opportunity for women: The CEDAW convention (UN Convention
against All Forms of Discrimination against Women, ONU-1979/1981)
and other equity agreements at international and national levels
require that women should have equal opportunities to work
and in work, in particular, with regard to formal work
contracts, equal pay, the right to full-time work and equal promotion
opportunities. Flexible work hours and the provision of early
childhood services facilitate the reconciliation of work schedules
and child-rearing responsibilities. In the critical first year
of life, maternity and parental leave allow parents to be with
their infants, without penalising women's careers and family budgets.
In couple-based families, a more equitable division of household
work also facilitates women to take on full-time salaried employment.
-An early childhood
system founded on democratic values: The spirit and articles
of the United Nations Convention on the Rights of the Child offers
a common values basis to guide the development of early childhood
services in most cultures. Governments will provide services to
all children within their jurisdiction without discrimination
of any kind (Art. 2). They will direct early childhood education
and care toward the fullest development of each child's personality
and abilities; towards peace, tolerance and solidarity with others;
toward knowledge and respect for the natural environment: and
toward the preparation of children for a responsible life in a
free society (Art. 29)
Principle
II To establish effective policy-making, funding and regulation
of EC services
-Substantial government
investment, policy-making and service mapping can ensure that
all communities have their own early childhood service. Much could
be done for the health and education of nations if all children
from birth to six years were able to count on early childhood
services according to their need, including health, nutrition
and developmental programmes.
-Every child should
have access to at least a one-year free pre-school class in her
own community. Because of the need for lowerchild:staff ratios,
investment per child in the pre-school year should be at least
equal to investment per child in primary school.
-Accountability
and transparency are part of effective systems. Clear responsibility
for children's services should be assigned at central and local
levels. We propose for the consideration of governments that health
or care services for young children from birth to six years should
be integrated as much as possible with early development and education,
and form together one structure.
-Governance of the
early childhood field should be systemic and integrated in order
to achieve service efficiency and the full development of each
child. This will mean moving toward an organised provision structure,
reaching into every community. Governments will also need to provide
for the organisation of necessary sub-systems:
Principle
III To formulate a national curriculum framework, in which
goals and outcomes for young children are identified across a
range of developmental domains
-A curriculum framework
for young children 0-6 years is best formulated in consultation
with all stakeholders, including parent associations and children
themselves. An important aim will be to identify and agree on
the central goals a country wishes to set for its young children.
The formulation of goals and outcomes is important: they help
to maintain a more holistic approach to early childhood curricula,
structure the work of educators and provide a measure for the
evaluation of services. The developmental goals of younger children
should not be overlooked in the identification of goals. In the
early years, for example, psycho-motor development, language development
and the social-emotional developmental tasks that children may
be expected to achieve as they mature can be privileged.
-The design of early
childhood programmes should match local preferences and respond
to the specific needs of the children they serve. Educators will
take into account parental and cultural expectations but they
should not require individual children to reach a standard at
a given age. They will take an unhurried approach to human development,
which is a long process reaching into adolescence and beyond.
Learning will be experiential and cover broad areas , as recommended
by the NEGP or in the 1998Delors Report: learning to be, learning
do, learning to learn and learning to live together. In their
approach to children, educators will identify the natural learning
strategies of young children (curiosity, play, exchange with other
children, modelling adult behaviour.) and encourage team project
work to match the children's interests. The well-being and involvement
of young children are important daily goals.
Principle
IV To provide freedom, funding and support to early childhood
services to allow them to succeed in their work for children
-Once broad goals
and outcomes for young children have been selected in the national
curriculum, educators and services should have the autonomy to
plan, to choose or create a curriculum that they find appropriate
for the children in their care. Freedom to achieve the national
outcomes for children in their own way is important for services.
It focuses attention on internal quality initiatives and on the
importance of the professional development of staff. In many countries,
well-trained staff are fully capable of taking responsibility
for the programmes and pedagogical choices that appropriately
serve the children in their care.
-Because the path
of child development is highly individual, assessing child outcomes
should not be undertaken by educators through testing or grading.
A more supportive approach to children's progress and development
is necessary, for example, through observation, documentation
of children's activities, portfolios, parent-child-educator contracts...
Assessment should be unobtrusive as anxiety in young children
inhibits learning. Programmes should provide a positive learning
environment so that children can develop their natural curiosity
and pleasure in learning.
-As every child
has a right to access formal education in the best possible conditions,
educators will ensure readiness for school as children approach
school age. Several elements combine to provide a smooth transition
for children from an early childhood service to school. The first
of these is to ensure free access to a kindergarten or pre-school
class for every child from at least one year before obligatory
education begins. The second is to prepare children for school
through appropriate social and cognitive development programmes,
including exposure to literacy and numeracy environments. A third
important strategy is to prepare schools for young children. Government
regulation should encourage schools to engage in dialogue and
partnership with local early childhood programmes. The aim is
to secure a positive transition for each child. The holistic goals
and active pedagogies of early childhood should be carried into
primary school, as well as appropriate outreach to parents.
Principle
V Through the early childhood services, to organise and
encourage parents to support their children's development and
learning
-As the first educators
of children, parents would like to support their child's development
and learning. Many are prevented, however, by lack of time, by
underestimating the importance of the responsibility or by not
knowing how they can effectively support their children's learning.
It is important, however, that they invest in their children's
socialisation and learning, especially in the early childhood
period. Early childhood programmes should be assigned the responsibility
of encouraging, organising and showing parents how to help their
children. Home reading to young children is particularly important.
-When necessary,
parent involvement should be reinforced by adult education, if
possible at the early childhood centre. Research suggests that
if parents become involved in early childhood programmes, they
are more likely to continue to support their children's learning
throughout the whole education process. Early childhood programmes
will encourage all parents to understand the values on which early
childhood services are based: friendship, mutual help and positive
attitudes toward diversity.
Principle
VI - To monitor and evaluate programme results with regularity,
including their success in involving parents
-Evaluation in early
childhood is not a question of testing children, but the evaluation
of early childhood policies, programmes, and results. Comprehensive
data collection allows governments to monitor enrolments in early
childhood services, and to gauge whether important policy goals
are being met, such as, the early enrolment of children from disadvantaged
backgrounds. Without ongoing data collection, children who are
most in need of services will easily be sidelined or ignored.
Programme evaluation will focus on the well-being of children,
on the formation of educators and on whether curricular goals
are being met. In particular, they enable governments to know
whether centres are adequately supporting young children to achieve
their goals.
-Programme evaluation
can be greatly reinforced, firstly, by participatory and formative
approaches to evaluation that include the perspectives and knowledge
of the working staff. A second evaluation strategy is to form
and support local research networks that bring together tertiary
institutions, local administrators and educators. A primary purpose
of these networks is to investigate and resolve local challenges
and to raise awareness among educators about the importance of
gathering evidence and of team reflection on practice.
Principle
VII - To attend to the recruitment and education of early childhood
staff
-Education is the
key to development, and educators are the key to successful early
childhood programmes. The realisation is growing that the work
of early childhood professional staff is complex, and that sound
training is required. Whatever the qualification provided, professional
training should include knowledge of child development and an
awareness of the rights and potentialities of young children.
-Close attention
should be paid to the level of recruitment of early childhood
workers, their initial and ongoing training. Depending on the
economic situation, programmes may be taken in charge bypara-professionals,
who, in turn, need training, and integration into professional
early childhood teams. Care should be taken that dead-end jobs
are eliminated from early childhood systems, and that in-service
training is linked to career progression and to obtaining further
qualifications.
-The working conditions
of early childhood staff is often a matter of concern. In some
countries, there is tendency to consider early childhood services
as 'women's work', not requiring either training or proper salary
levels. In order to enhance the status and quality of early childhood
work, governments should introduce equal working conditions (salaries,
benefits and professional development opportunities) for equivalent
qualifications across the early childhood and primary education
fields.
Conclusions
-In these principles,
we have spoken about the social context; and about the challenge
of eradicating the perverse effects of child poverty.
-In parallel, governments
will also take in hand early childhood policy; fund, organise
and regulate early childhood services; and put into place the
necessary subsystems that compose an effective early childhood
system. Countries with a positive perspective on young children
will seek to ensure a fitting part of state budgets for their
young citizens, and regard expenditure as a sound investment in
lifelong learning and in the well-being of families and societies.
-The ministry responsible
for young children will formulate, in consultation with all stakeholders,
a national guideline for early childhood services with clear outcomes
in different developmental domains. Governments will monitor regularly
how well programmes are achieving these goals.
-Early childhood
programmes will view children - even the youngest - as natural,
competent learners who can benefit from appropriate learning and
play environments. Services will be afforded the funding and
support necessary to reach for important country goals, in response
to the particular needs of the children they serve. In addition,
programmes will encourage parents and guardians to become involved
in children's development and learning from the earliest age.
-A key to achieving
positive outcomes for young children is the dedication and education
of early childhood staff. Close attention should be paid to the
level of recruitment of early childhood workers, their initial
and ongoing training and their work conditions. Whatever the level
of qualification received, all training should include knowledge
of child development and pedagogy, and an appreciation of the
rights and potentialities of young children.
-As the UN Convention
on the Rights of the Child has been ratified in almost all countries,
democratic and co-operative citizenship should be regarded across
all countries as a fundamental value in early childhood services.
In the 3rd millennium, early childhood care and education
- learning to be, learning to do, learning to learn and learning
to live together - should be considered as a critical stage
in the journey of each child toward human and social development.
The seven-point
Morelia Declaration is based on the AMEI compendium: Early Childhood
Education: Challenge of the Third Millennium (AMEI, 2004), guided
by contributions from the members of the international Working
Group, which met in Morelia
in 2005 and 2006. The Declaration proposes 7 key principles to
ensure equitable access for children to early childhood services
that consistently strive for high quality.
In the document,
'programmes' refers to all forms of early childhood provision,
either centre-based or other modalities (media, family day care.),
that contribute to the development, care and education of young
children.
In interpreting
this text, special attention should be given to the General Commentary
of the Committee on the Rights of the Child (CRC, 2005)
The International
Group was composed of:Gaby Fujimoto (Organisation of American
States); LeonardoYanez (Bernard van Leer Foundation),Teruhisa
Horio (University of Tokyo) and John Bennett (formerly UNESCO
and OECD), aided by Aurora Montes (AMEI), Maria Eugenia NicolauParedes
(UNADENI); Franklin Martinez (Centro deReferencia Latinamericanopara
le EducaciónPreescolar, Cuba) and Robert Myers (Consultative Group
on Early Childhood Care and Development). The group was presided
by John Bennett.
Local research-and-quality
networks provide opportunities for participation, exchange and
evidence-based research. Such networks help greatly to improve
knowledge about quality and to ensure that all centres in a region
or district can improve their performance, thus achieving greater
equity in outcomes for children.
The American
National Education Goals Panel (NEGP) - dissolved in 2002 - was
a bipartisan and intergovernmental body of federal and state officials
created in July 1990 to assess and report state and national progress
toward achieving the National Education Goals. In 1997, the NEGP
identified 5 goals as contributing to the young child's overall
development and later success in school, viz. health and physical
development; emotional well-being and social competence; positive
approaches to learning; communication skills; and cognition and
general knowledge.
Bowman et al.
(2000) explain that though there is overlap in the use of the
words "test" and "assessment", the former refers to a standardised
instrument, formally administered and designed to minimize all
differences in the conditions of testing. Assessments tend on
the contrary to use multiple instruments (observations, performance
measures, interviews, portfolios and examples of children's work.)
and take place over a longer period of time.