Intervention In Early Childhood Education
Studies have shown intervention in early childhood may be crucial for the development of a child. According to Siraj- Blatchford, it is believed that children who have access to early childhood care and education may fare better in their future development. Government bodies advocate for intervention in early childhood as they believe that children from poor background may have equal chance to move out of the poverty cycle through education.
However, it may be challenging to provide quality early childhood care and education to combat poverty. The relevance of early childhood models, social and cultural context, co-ordination within families, communities and government bodies play an important role in developing appropriate intervention programme to help children in poverty reach their full potential in mental and social development (Siraj-Blatchford).
Context ( what are the legislation - UNCRC, ECEC, NGO, statistics on what is happening globally, definition of term)
The context of poverty differs in developed and developing countries.
Developing countries may refer to countries in Africa, South America and Asia where there is a lower standard of living, for example, in healthcare and education. In developing countries, some of which may be torn by wars and internal conflicts, children live in hunger, poor health and poor nutrition. In these countries, poverty may be translated to high infant and child mortality, lack of education and surviving on less than a dollar a day (Penn, 2005).
Developing countries may receive fundings from non-governmental organizations such as World Bank, International Monetary Fund, World Trade Organisation and United Nations to finance programs to bring the people out of the poverty cycle.
According to Conley's human capital theory, investment in young children will bring the greatest return to society in the future. This is concurred in the human development case as...