How did we get here?

Gunilla Dahlberg and Peter Moss (2005) attribute the institutionalization of childhood to the sudden interest in early childhood education and care, by industrialized countries and international organizations that took root in the 90s.   According to Gunilla Dahlberg and Peter Moss (2005) the subject of early childhood education and care is on the agenda today not only of those who work in the field but also of others who, until recently, have shown little interest, such as politicians, economists and businessmen and businesswomen.  This heightened interest has converted into increasing levels of provision in many countries, part of a process of the institutionalisation of childhood (Preface).  What sparked this interest?

            Michelle J. Newman (OECD 2001) indicates that early childhood education and care (ECEC) soared on to the policy agendas of OECD (Organisation for Economic Cooperation and Development) countries in the 1990s.   Policy interest in the early years has been spurred by brain research, showing that the first few years of life are critical for a child’s early development and learning (Shore, 1997; Shonkoff & Phillips, 2000).  At the same time, the growing proportion of working mothers has created a pressing need for child care (OECD, 1999a).  Policy-makers, business leaders and parents increasingly recognize the dual role of quality early childhood services in promoting children’s cognitive skills, school readiness and social behaviour (Karoly et al., 1998; OECD, 1999b),  and in supporting their working parents (OECD, 2001; Committee for Economic Development, 2002).

            The interest in early childhood education and care has not been confined within the OECD countries but has also been spread to other parts of the world through international organisations like UNESCO, UNICEF, and the World Bank.  For example,  the United Nations Educational, Scientific and Cultural Organization (UNESCO) has an active program of publication on early childhood policy (see www.unesco.org), while the World Bank is one of the main donors that support a range of ECEC programmes in the Majority World, maintains a website on Early Childhood Development (see www.worldbank.org/children), commissions publications and organises regional and global conferences (Penn, 2002).  According to Helen Penn (2008) donor initiatives to recipient countries focuses on the idea of human capital theory; with the belief that investment in education is likely to result in a variety of enhanced opportunities for individuals, which in turn leads to a more productive economy (P. 382).  Similarly UNICEF is a key player in all matters affecting children and their communities.  The following is a text on what it stands for, “UNICEF is the driving force that helps build a world where the rights of every child are realized.   We have the global authority to influence decision-makers, and the variety of partners at grassroots level to turn the most innovative ideas into reality” (www.unicef.org).

References

Dahlberg, G. & Moss, P. (2005).  Ethics and politics in early childhood education.  London: Peter Lang Publishing, Inc.

Newman, Michelle J. (OECD 2001).  Governance of early childhood education and care: recent developments in OECD countries.  Columbia University, New York, USA.

Penn, Helen (2008).  Working on the impossible: Early childhood policies in Namibia.  SAGE Publications. Los, London, New Delhi & Singapore.