Early child development

United Nations Children Fund (UNICEF)Guided by the Convention on the Rights of the Child (CRC), UNICEF advocates and works for the protection of children's rights, to help the young meet their basic needs and to expand their opportunities to reach their full potential As early as the 1960s, national and international non-governmental organizations (NGOs and INGOs) in Nepal have been working to expand access to Early Childhood Development (ECD) activities and services as a key strategy for improving primaryschool retention and performance. Today, ECD in Nepal consists primarily of centerbased Early Childhood Education and Development (ECED), parenting orientation classes, awareness-raising campaigns, health services, and nutrition support for infants and young children that promotes physical and cognitive development. Nepals primary focus in scaling up ECD activities has been on centers. There are currently more than 29,089 ECD centers operating in Nepal (Ministry of Education [MOE] 2009). Overall, 66.2 percent of the population of 3- and 4-year-olds is enrolled in an ECD center64.8 percent of girls and 67.5 percent of boys (MOE 2009). However, the level of awareness of the importance of ECD is still low, especially in the most disadvantaged communities. Caregivers often provide only limited and rudimentary psychosocial care to young children in the home environment, and parenting programmes only reach a small percentage of families. Research shows that ECD plays an important role in successful transition to school for children in Nepal, with higher promotion rates at Grade 1 and lower dropout. This is particularly true for girls and children from disadvantaged households. The government has recently developed minimum standards for ECD centres, and these will be adopted in 2008.

UNICEFs ECD Focus in Nepal

The UNICEF country office ECD Specialist, along with the Education Section Chief and Country Office Representative, works primarily with national government counterparts in the MOE, Department of Education (DOE), and partner INGOs and NGOs to advocate for and provide technical assistance for developing policies and plans for ECD services, as well as related training and other materials. The ECD Specialist also works within UNICEF to integrate ECD into other ongoing work in the other sections. The early childhood development project will provide support to expand the ECD system to marginalized communities. In the most marginalized communities in 15 districts, 80 percent of parents and guardians of children ages 3 to 5 years will receive orientation on ECD and on the importance of primary education. By 2010, there will be ECD centers in each of the category 3 and 4 VDC [Village Development Committee] settlements in disadvantaged groups VDCs in 15 DACAW [Decentralized Action for Children and Women] districts." UNICEF ECD Programme ; Support parenting education for caregivers of children aged 35 years in all DACAW areas. Develop a new short-duration modular parenting education package in collaboration with the Department of Education. Develop a radio programme on early childhood stimulation and learning to raise awareness of the importance of ECD within the community. Support ECD centres, in collaboration with communities and government authorities, through training of facilitators, strengthening of management committees, provision of materials, and establishment of matching funds. Ensure that ECD issues, particularly home-based care of the youngest children, are part of Community Action Process discussions in all DACAW areas. Support capacity-building within the Department of Education, especially in terms of teacher training for ECD, development of guidelines/standards, and management of the ECD centres database.
The Research Centre for Educational Innovation and Development (CERID)/ Tribhuvan University, in partnership with UNICEF Nepal and in collaboration with the Government, national and international nongovernmental organizations and other organizations (Pre-schools and ECD centres), is organizing the Fourth National Conference on Early Childhood Development on 26 and 27 November, 2012. The first, second and third national conferences on early childhood development were organized in 2002, 2005 and 2009.

Updates on ECD trends with a focus on a holistic approach to the childs physical and social development in the context of the life span cycle and based on human rights and the Convention on the Rights of the Child.

highlight the importance of childrens health and nutritional status in providing them with increased energy and capacity for learning, so that they will fully benefit from learning opportunities. Child friendly report on 'Lives of Children and Women in the Mid-and Far Western Regions of Nepal' _English Version publication of book

Effects of ecd program Access to ECD services has increased substantially in Nepal. ECD in Nepal has expanded rapidly in the past few years, from 5,023 centers in 2004 to 29,089 in 2009 (MOE/ UNICEF 2009). In 2007, only 33 percent of children entering grade 1 had any experience with ECD. Access to ECD services in Nepal has increased for the most disadvantaged and marginalized groups.These groups include Dalits, the Hindu caste formerly known as untouchables, and Janajati, which includes Hindu and non-Hindu ethnic groups. Data reported by the MOE for 2009-10 do not disaggregate GER for ECD by caste or social group.5 However, according to MOE data from 2006-07 and 2008-09, the proportion of Dalit and Janajati entrants to grade 1 who have some ECD experience increased substantially in this short time period (8.6 and 12.7 percent, respectively). Other groups experienced less growth (20.2 percent). Nepal has not achieved ECD targets set in cooperation with UNICEF. These goals are to by the end of 2010 establish an ECD center and provide orientation to 80 percent of parents of young children in the most marginalized communities in 15 DACAW districts. According to the 2009 Annual Report, by the end of 2009, ECD centers were present in 63 percent of wards in the most disadvantaged VDCs in UNICEF-supported districts, and 49 percent of parents in the most disadvantaged communities had received parenting orientation, compared with 39 percent in the previous year. There are several possible explanations for why targets have not yet been met. The case study team found no evidence that Nepal is targeting funding for ECD centers to the most disadvantaged VDCs, or evidence that funding is allocated in a way that prioritizes the meeting of UNICEF targets. Also, the availability of parenting orientation (PO) classes in the 15 DACAW districts is not sufficient to reach 80 percent of parents.

The Government of Nepal, with support from UNICEF, has taken a strategic approach to capacity building focused on addressing the needs of local service providers and officials. Nepal has implemented district-level ECD training, but not all stakeholders receive the training they need. Although the Government of Nepal and its partners recognize the importance of ECD orientation for head teachers, ECD management committees, and district and VDC officials, training to date has not been implemented consistently in all districts. Nepal does not have accurate information about the total number of ECD centers that currently exist in the country; the breakdown of community-based, school-based, and privately run centers and pre-primary classes; or the exact geographic distribution of

these centers. Systematic data are also not collected about other ECD activities being piloted on a smaller scale, including PO classes, facilitator training, awareness raising, stakeholder orientation, and ECD messages in the micronutrient-supplementation activities. A 2003 study conducted by Save the Children examined the impact of ECD services on children, families, and communities, combining administrative data from ECD centers and schools with qualitative data collected from parents, teachers, and other stakeholders (Save the Children 2003). This study found that children with ECD experience had higher rates of enrollment in grade 1, performed better in primary school, and attended more regularly. Importance of Communication Media For, About and With Young Children Media for, about and with young children has taken on a new and expanded role around the world. While the ultimate goal is to ensure the rights of children and caregivers, there is consensus that this can be done in a variety of ways. A combination of advocacy, policy, services, social mobilization, programme communication and quality media for, about and with children should be used. There are many ways to directly empower and promote positive attitudes and behaviours: through focused and strategic communication for social change as well as through media for, about and with children. There is a growing movement within UNICEF and in the world to produce developmentally and culturally appropriate media for and with, as well as about young children. Research indicates that the more language, through songs, stories, books and rhymes, that young children are exposed to in their first years of life, the more prepared children will be for entry to school. More importantly, since the basic aim of communication is to change behaviour, such child-friendly methods have more appeal and impact than conventional channels.

These media can become models of caregiving for adults as well, especially in environments where children do not have access to quality childcare or caregivers have little education or time. Developing quality media for and with young children is important for many reasons: It is a direct response to the rights of children expressed in the Convention on the Rights of the Child It can help build the self-confidence of children, caregivers and nations It can promote healthy habits and practices and pro-social behaviours as well as encourage literacy and cognitive development

Recommendations:

The success of these programs is testimony to the potential of constructive partnership. The collaborative efforts of community members and ECD centers, of the centers and local Village Development Committees, of Save the Children and local NGOs, have all been critical to the program. Most recently, the partnership with the District Education Office offers the promise of bringing these benefits to many more of Sirahas children. Such partnerships are clearly the key to reaching hundreds of thousands more children and families in Nepal, helping them, in tangible ways, to recognize and achieve their rights Expected results Some 80 per cent of caregivers in UNICEF-supported settlements will be able to take actions that make a positive difference to the care, emotional support and psychosocial development of their young children, especially in disadvantaged communities. In addition, there will be an ECD centre in the most disadvantaged settlements of UNICEF-supported villages. This is expected to result in an increase in the gross enrolment rate of children aged 35 years from disadvantaged households at ECD centres. This will lead to an increase in the percentage of new entrants to Grade 1 with ECD experience, and a decrease in dropout and repetition rates. Government and non-government ECD professionals and frontline workers will have enhanced technical skills for planning and implementing psychosocial care interventions at national, district and community levels.

UNICEF

UNICEF originally stood for "United Nations International Childrens Emergency Fund." In 1953, the formal name of the organization was shortened to "United Nations Children's Fund" but the acronym, UNICEF, continues to be used.

UNICEF was founded in 1946 to help children in the aftermath of World War II. Now operating in more than 190 countries, it has saved more children than any other humanitarian organization. UNICEF advocates for the protection of childrens rights and provides services to help meet their basic needs.

Guided by the Convention on the Rights of the Child (CRC), UNICEF advocates and works for the protection of children's rights, to help the young meet their basic needs and to expand their opportunities to reach their full potential. Partnerships with governments, UN organisations, other development partners and civil society, are at the heart of the organisation's mandate as is building the capacity of communities and local government to plan and manage programmes. Increasing the participation of children, families? and of civil society are also important means through which UNICEF's objectives will be achieved.

UNICEF has five global priorities for 2002-2005. The first is to ensure that every young child gets every chance at survival and receives the essential care for the best start to life. The second is to ensure that all children are fully immunized and protected from disease and disability. The third is that every boy and girl completes a quality primary education. The fourth is that all young people are given reliable information on HIV/AIDS prevention and that orphans and others affected by the disease receive support and care. And the last is that every child is protected from harm, abuse and violence both in times of peace and in times of conflict and emergency

What Makes UNICEF Unique Over 60 years of leadership for children

Helps governments shape national agendas for children Documented progress; proven achievements Operates in over 150 countries and territories Low-cost, high-impact sustainable programs Relies on voluntary contributions; receives no funds from UN dues Field-based operations Global supply and purchase capabilities

UNICEFs Core Program Areas UNICEF works in more than 190 countries and territories in the following areas: Immunization and Health Education Water, Sanitation and Hygiene Nutrition HIV/AIDS Child Protection Emergencies: complex emergencies and natural disasters

Priorities Area in Nepal:

UNICEF initiated co-operation with Nepal in 1964. Today, UNICEF/Nepal's country programme is one of the 18 largest UNICEF programmes in the world. The

programme seeks to advance the respect, protection and fulfilment of the human rights of children and women in Nepal. In line with HMG/N's policy on decentralisation, the country programme's primary strategy is to build family and community capacities to assess, analyse and plan their own actions to address the principle problems faced by children and women. The Decentralized Action for Children and Women (DACAW) programme provides the basic framework for the implementation of programmes addressing nutrition and childcare, health, environment, education, child protection and HIV/AIDS in focus districts. In addition, UNICEF supports the implementation of programmes such as immunization and micronutrients (Vitamin A supplementation, control of iodine deficiency diseases and iron deficiency anaemia) in all 75 districts.

The country programme tackles not only the immediate causes influencing child survival, growth and development, but also addresses the underlying causes. Particular efforts are implemented to promote changes in gender disparities. Other priorities are to reach out to the most disadvantaged groups and children in Nepal, especially communities in very remote areas, groups discriminated due to caste and ethnicity, and children in need of special protection. To respond to the ongoing conflict situation, the Decentralised Action for Children and Women (DACAW) Programme is also being expanded in the conflict affected areas to address the rights of children affected by armed conflict, through the Quick Impact Programme (QIP) in collaboration with the World Food Programme.

UNICEF disbursements in Nepal in 2003 amounted to a total of US $ 14.44 million; US $ 3.76 million in 'regular resources' and US $ 10.68 million in 'other resources'. The health and education programmes accounted for half of this amount. About 30 percent of the disbursement in 2002-2003 was in 15 focus districts.

Additional Information:

After conducting a national analysis of the situation on children and women, UNICEF develops a country strategy to address the key priority issues based on the organization's mandate. Subsequently, the programme of cooperation is jointly drafted and signed with the Host Government with indicative resource allocations which are submitted for approval to the UNICEF Executive Board. Based on these plans, sectoral programmes and projects are developed for the whole cycle (usually five years), and are further dis-aggregated into Annual Work Plans. Programmes and projects are developed within the framework of the national development plans, such as the Tenth Plan, and implemented in close collaboration with the Host Government. From the next cycle, which starts in January 2006 in Nepal, the UNICEF programme

of cooperation will be prepared jointly with other UN agencies within the United Nations Development Assistance Framework (UNDAF), based on a Common Country Assessment (CCA).

Early Child Development

The American Academy of Pediatrics defines early childhood as the period between one and five years of age, including both the toddler and preschool years. Children's bodies and brains grow rapidly during this period of life.

Early childhood development refers to the many skills and milestones that children are expected to reach by the time they reach the age of five. These milestones include learning how to run, how to talk using simple sentences and how to play with others. In most cases, this type of development occurs naturally when parents and children spend time together doing different activities like playing, eating, talking etc.

Early childhood is the most rapid period of development in a human life. Although individual children develop at their own pace, all children progress through an identifiable sequence of physical, cognitive, and emotional growth and change. The Early Child Development (ECD) approach is based on the proven fact that young children respond best when caregivers use specific techniques designed to encourage and stimulate progress to the next level of development.

The ultimate goal of Early Child Development (ECD) programs is to improve young children's capacity to develop and learn. A child who is ready for school has a combination of positive characteristics: he or she is socially and emotionally healthy, confident, and friendly; has good peer relationships; tackles challenging tasks and persists with them; has good language skills and communicates well; and listens to instructions and is attentive. The positive effects that ECD programs have can change the development trajectory of children by the time they enter school. A child who is ready for school has less chances of repeating a grade, being placed in special education, or being a school drop-out.

ECD interventions include educating and supporting parents, delivering services to children, developing capacities of caregivers and teachers, and using mass communications to enhance parents and caregiver's knowledge and practices. Programs for children can be center or home-based, formal or non-formal, and can include parent education.

Early Child Development in Nepal

There are currently more than 16,500 early childhood development (ECD) centres in Nepal, mainly in urban areas, with a gross enrolment rate of 60.2 per cent for 35 years olds. However, the level of awareness of the importance of ECD is still low, especially in the most disadvantaged communities. Caregivers often provide only limited and rudimentary psychosocial care to young children in the home environment, and parenting programmes only reach a small percentage of families. Research shows that ECD plays an important role in successful transition to school for children in Nepal, with higher promotion rates at Grade 1 and lower dropout. This is particularly true for girls and children from disadvantaged households. The government has recently developed minimum standards for ECD centres, and these will be adopted in 2008.

Activities

Support parenting education for caregivers of children aged 35 years in all DACAW areas. Develop a new short-duration modular parenting education package in collaboration with the Department of Education. Develop a radio programme on early childhood stimulation and learning to raise awareness of the importance of ECD within the community.

 Support ECD centres, in collaboration with communities and government authorities, through training of facilitators, strengthening of management committees, provision of materials, and establishment of matching funds. Ensure that ECD issues, particularly home-based care of the youngest children, are part of Community Action Process discussions in all DACAW areas. Support capacity-building within the Department of Education, especially in terms of teacher training for ECD, development of guidelines/standards, and management of the ECD centres database.

Expected results

Some 80 per cent of caregivers in UNICEF-supported settlements will be able to take actions that make a positive difference to the care, emotional support and psychosocial development of their young children, especially in disadvantaged communities. In addition, there will be an ECD centre in the most disadvantaged settlements of UNICEF-supported villages. This is expected to result in an increase in the gross enrolment rate of children aged 35 years from disadvantaged households at ECD centres. This will lead to an increase in the percentage of new entrants to Grade 1 with ECD experience, and a decrease in dropout and repetition rates.

Government and non-government ECD professionals and frontline workers will have enhanced technical skills for planning and implementing psychosocial care interventions at national, district and community levels.

Importance of Communication Media For, About and With Young Children Media for, about and with young children has taken on a new and expanded role around the world. While the ultimate goal is to ensure the rights of children and caregivers, there is consensus that this can be done in a variety

of ways. A combination of advocacy, policy, services, social mobilization, programme communication and quality media for, about and with children should be used. There are many ways to directly empower and promote positive attitudes and behaviours: through focused and strategic communication for social change as well as through media for, about and with children. There is a growing movement within UNICEF and in the world to produce developmentally and culturally appropriate media for and with, as well as about young children. Research indicates that the more language, through songs, stories, books and rhymes, that young children are exposed to in their first years of life, the more prepared children will be for entry to school. More importantly, since the basic aim of communication is to change behaviour, such child-friendly methods have more appeal and impact than conventional channels.

Reference www.unicef.org