Early childhood education
“Nursery nurse” redirects here. For the related UK qual-
ification, see City and Guilds.
Early childhood education (ECE) is a branch of
Test written by four-year-old child in 1972, former Soviet Union.
The lines are not ideal but the teacher (all red writing) gave the
best grade (5) anyway.
education theory which relates to the teaching of young
children (formally and informally) up until the age of
about eight. Infant/toddler education, a subset of early
childhood education, denotes the education of children
from birth to age two.[1] In recent years, early childhood
education has become a prevalent public policy issue, as
municipal, state, and federal lawmakers consider funding
for preschool and pre-k.[2][3][4]
1 Context
Children remember and repeat actions they observe.
While the first two years of a child’s life are spent in the
creation of a child’s first “sense of self”, most children
are able to differentiate between themselves and others
by their second year. This differentiation is crucial to
the child’s ability to determine how they should function
in relation to other people.[5] Parents can be seen as a
child’s first teacher and therefore an integral part of the
early learning process.[6]
1
2 Learning Through Play
Early childhood education often focuses on learning
through play, based on the research and philosophy of
Jean Piaget, which posits that play meets the physical, in-
tellectual, language, emotional and social needs (PILES)
of children. Children’s natural curiosity and imagination
naturally evoke learning when unfettered. Thus, children
learn more efficiently and gain more knowledge through
activities such as dramatic play, art, and social games.[7]
Tassoni suggests that “some play opportunities will de-
velop specific individual areas of development, but many
will develop several areas.”[8] Thus, It is important that
practitioners promote children’s development through
play by using various types of play on a daily basis. Key
guidelines for creating a play-based learning environment
include providing a safe space, correct supervision, and
culturally aware, trained teachers who are knowledgeable
about the Early Years Foundation.
Davy states that the British Children’s Act of 1989 links
to play-work as the act works with play workers and sets
the standards for the setting such as security, quality and
staff ratios.[9] Learning through play has been seen regu-
larly in practice as the most versatile way a child can learn.
Margaret McMillan (1860-1931) suggested that children
should be given free school meals, fruit and milk, and
plenty of exercise to keep them physically and emotion-
ally healthy. Rudolf Steiner (1861-1925) believed play
allows children to talk, socially interact, use their imag-
ination and intellectual skills. Marie Montessori (1870-
1952) believed that children learn through movement and
their senses and after doing an activity using their senses.
In a more contemporary approach, organizations such
as the National Association of the Education of Young
Children (NAEYC) promote child-guided learning ex-
periences, individualized learning, and developmen-
tally appropriate learning as tenets of early childhood
education.[10]
Piaget provides explanation an for why learning through
play is such a crucial aspect of learning as a child. How-
ever, due to the advancement of technology the art of play
has started to dissolve and has transformed into “playing”
through technology. Greenfield, quoted by the author,
Stuart Wolpert in the article, “Is Technology Producing a
Decline in Critical Thinking and Analysis?", states, “No
media is good for everything. If we want to develop a
variety of skills, we need a balanced media diet. Each
medium has costs and benefits in terms of what skills each
2 3 THEORIES OF CHILD DEVELOPMENT

develops.” Technology is beginning to invade the art of social and cultural experiences on individual thinking and
play and a balance needs to be found.[11] the development of mental processes.[20] Vygotsky’s the-
ory emerged in the 1930s and is still discussed today as a
means of improving and reforming educational practices.
3 Theories of child development Vygotsky argued that since cognition occurs within a so-
cial context, our social experiences shape our ways of
See also: Child development thinking about and interpreting the world.[21] Although
Vygotsky predated social constructivists, he is commonly
classified as one. Social constructivists believe that an in-
The Developmental Interaction Approach is based on the
dividual’s cognitive system is a result of interaction in so-
theories of Jean Piaget, Erik Erikson, John Dewey and
cial groups and that learning cannot be separated from
Lucy Sprague Mitchell. The approach focuses on learn-
social life.[22]
ing through discovery.[12] > Jean Jacques Rousseau rec-
ommended that teachers should exploit individual chil- Vygotsky proposed that children learn through their inter-
dren’s interests in order to make sure each child obtains actions with more knowledgeable peers and adults. His
the information most essential to his personal and indi- concept of the zone of proximal development (ZPD) is
vidual development.[13] The five developmental domains the difference between what a learner can do without
of childhood development include:[14] help and what a learner can do with help.[23] According
to Vygotsky, “what is in the zone of proximal develop-
• Physical: the way in which a child develops biolog- ment today will be the [child’s] actual developmental level
[20]
ical and physical functions, including eyesight and tomorrow”. This theory heavily influenced contempo-
motor skills rary early educational practices by increasing focus on
material within the ZPD. Vygotsky proposed that chil-
• Social: the way in which a child interacts with dren should be taught materials that employ mental pro-
others[15] Children develop an understanding of cesses within the ZPD.
their responsibilities and rights as members of fam-
ZPD encourages early childhood educators to adopt
ilies and communities, as well as an ability to relate
“scaffolding”, in which a teacher adjusts support to fit a
to and work with others.[16]
child’s learning needs.[24] Scaffolding requires specially
• Emotional: the way in which a child creates emo- trained teachers, a differentiated curriculum, and addi-
tional connections and develops self-confidence. tional learning time. Vygotsky advocated that teachers
Emotional connections develop when children relate facilitate rather than direct student learning.[25] His ap-
to other people and share feelings. proach calls for teachers to incorporate students’ needs
and interests when developing curricula. Every student
• Language: the way in which a child communicates, should actively participate in a reciprocal interaction with
including how they present their feelings and emo- their classmates and educators.
tions. At 3 months, children employ different cries
for different needs. At 6 months they can recognize Vygotsky’s socio-cultural learning theory has also proven
and imitate the basic sounds of spoken language. In especially important for the education of the mentally dis-
the first 3 years, children need to be exposed to com- abled. According to Vygotsky, “special education was
munication with others in order to pick up language. the creation of what he called a ‘positive differential ap-
“Normal” language development is measured by the proach’; that is, the identification of a disabled child from
rate of vocabulary acquisition.[17] a point of strength rather than disability”.[26] Providing
the appropriate scaffolding enables students with special
• Cognitive skills: the way in which a child orga- needs to develop abstract thinking.
nizes information. Cognitive skills include prob-
lem solving, creativity, imagination and memory.[18]
They embody the way in which children make sense 3.2 Piaget’s constructivist theory
of the world. Piaget believed that children exhibit
prominent differences in their thought patterns as Jean Piaget's constructivist theory gained influence in the
they move through the stages of cognitive develop- 1970s and '80s. Although Piaget himself was primarily
ment: sensorimotor period, the pre-operational pe- interested in a descriptive psychology of cognitive devel-
riod, and the operational period.[19] opment, he also laid the groundwork for a constructivist
theory of learning.[27] Piaget believed that learning comes
from within: children construct their own knowledge of
3.1 Vygotsky’s socio-cultural learning the- the world through experience and subsequent reflection.
ory He said that “if logic itself is created rather than being in-
born, it follows that the first task of education is to form
Russian psychologist Lev Vygotsky proposed a “socio- reasoning.” Within Piaget’s framework, teachers should
cultural learning theory” that emphasized the impact of guide children in acquiring their own knowledge rather

than simply transferring knowledge.[28]
According to Piaget’s theory, when young children en-
counter new information, they attempt to accommodate
and assimilate it into their existing understanding of
the world. Accommodation involves adapting mental
schemas and representations in order to make them con-
sistent with reality. Assimilation involves fitting new in-
formation into their pre-existing schemas. Through these
two processes, young children learn by equilibrating their
mental representations with reality. They also learn from
mistakes.[29]
A Piagetian approach emphasizes experiential education; meaning of the situation,[38]
in school, experiences become more hands-on and con-
crete as students explore through trial and error.[30] Thus,
crucial components of early childhood education include
exploration, manipulating objects, and experiencing new
environments. Subsequent reflection on these experi-
ences is equally important. [31]
Piaget’s concept of reflective abstraction was particularly
influential in mathematical education.[32] Through reflec-
tive abstraction, children construct more advanced cogni-
tive structures out of the simpler ones they already pos-
sess. This allows children to develop mathematical con-
structs that cannot be learned through equilibration —
making sense of experiences through assimilation and ac-
commodation — alone.[33]
According to Piagetian theory, language and symbolic
representation is preceded by the development of cor-
responding mental representations. Research shows that
the level of reflective abstraction achieved by young chil-
dren was found to limit the degree to which they could
represent physical quantities with written numerals. Pi-
aget held that children can invent their own procedures
for the four arithmetical operations, without being taught
any conventional rules.[34]
Piaget’s theory implies that computers can be a great ed-
ucational tool for young children when used to support
the design and construction of their projects. McCar-
rick and Xiaoming found that computer play is consis-
tent with this theory.[35] However, Plowman and Stephen
found that the effectiveness of computers is limited in the
preschool environment; their results indicate that com-
puters are only effective when directed by the teacher.[36]
This suggests, according to the constructivist theory, that
the role of preschool teachers is critical in successfully
adopting computers.[37]
3.3 Kolb’s experiential learning theory
Main article: Kolb’s experiential learning
David Kolb's experiential learning theory, which was in-
fluenced by John Dewey, Kurt Lewin and Jean Piaget,
argues that children need to experience things in order
to learn: “The process whereby knowledge is created
3
through the transformation of experience. Knowledge re-
sults from the combinations of grasping and transforming
experience.” The experimental learning theory is distinc-
tive in that children are seen and taught as individuals. As
a child explores and observes, teachers ask the child prob-
ing questions. The child can then adapt prior knowledge
to learning new information.
Kolb breaks down this learning cycle into four stages:
concrete experience, reflective observation, abstract con-
ceptualisation, and active experimentation. Children ob-
serve new situations, think about the situation, make
then test that meaning in the
world around them.
4 The practical implications of
early childhood education
In recent decades, studies have shown that early child-
hood education is critical in preparing children to enter
and succeed in the (grade school) classroom, diminishing
their risk of social-emotional mental health problems and
increasing their self-sufficiency as adults.[39] Visual stim-
ulus and response time as early as 3 months can be an
indicator of verbal and performance IQ at age 4 years.[40]
By providing education in a child’s most formative years,
ECE also has the capacity to pre-emptively begin clos-
ing the educational achievement gap between low and
high-income students before formal schooling begins.[41]
Children of low socioeconomic status (SES) often begin
school already behind their higher SES peers; on average,
by the time they are three, children with high SES have
three times the number of words in their vocabularies as
children with low SES.[42] Participation in ECE, however,
has been proven to increase high school graduation rates,
improve performance on standardized tests, and reduce
both grade repetition and the number of children placed
in special education.[43]
Especially since the first wave of results from the
Perry Preschool Project were published, there has been
widespread consensus that quality early childhood edu-
cation programs correlate with gains in low-income chil-
dren’s IQs and test scores, decreased grade retention, and
lower special education rates.
Several studies have reported that children enrolled in
ECE increase their IQ scores by 4-11 points by age five,
while a Milwaukee study reported a 25-point gain.[44]
In addition, students who had been enrolled in the
Abecedarian Project, an often-cited ECE study, scored
significantly higher on reading and math tests by age
fifteen than comparable students who had not partici-
pated in early childhood programs.[45] In addition, 36%
of students in the Abecedarian Preschool Study treatment
group would later enroll in four-year colleges compared
to 14% of those in the control group.[45]
4 6 EARLY CHILDHOOD EDUCATION POLICY IN THE UNITED STATES

Beyond benefitting societal good, ECE also significantly for public In Minnesota, the state government created an
impacts the socioeconomic outcomes of individuals. For Early Learning scholarship program, where families with
example, by age 26, students who had been enrolled in young children meeting free and reduced price lunch re-
Chicago Child-Parent Centers were less likely to be ar- quirements for kindergarten can receive scholarships to
rested, abuse drugs, and receive food stamps; they were attend ECE programs.[54] In California, Senator Darrell
more likely to have high school diplomas, health insur- Steinberg led a coalition to pass the Kindergarten Readi-
ance and full-time employment.[46] ness Act, which creates a state early childhood system
supporting children from birth to age five and provides
access to ECE for all 4-year-olds in the state. It also
created an Early Childhood Office charged with creating
5 The Perry Preschool Project an ECE curriculum that would be aligned with the K-12
continuum.[55]
In Ypsilanti, Michigan, 3 and 4 year-olds from low-
State funding for pre-K increased by $363.6 million to a
income families were randomly assigned to participate in
total of $5.6 billion, a 6.9% increase from 2012 to 2013.
the Perry Preschool. By age 18, they were five times less
40 states fund pre-K programs.[56]
likely to have become chronic law-breakers than those
who were not selected to participate in the Preschool.[47] Currently, one of America’s larger challenges regarding
ECE is an dearth in workforce, partly due to low com-
The Perry Preschool Study also found that low-income
pensation for rigorous work. The average early child-
individuals who were enrolled in a quality preschool pro-
hood teaching assistant earns an annual salary of $10,500
gram earned on average, by age 40, $5500 per year more
while the highest paid early childhood educators earn an
than those who were not.[48] The Perry Preschool Study
average $18,000 per year. The turnover of ECE staff
produced a total benefit/cost ratio of 17:1 (4:1 for par-
averages 31% per year.[57] Another challenge is to en-
ticipants, 13:1 for the public), with participants on aver-
sure the quality of ECE programs. Because ECE is a
age earning higher incomes, more likely to own their own
relatively new field, there is little research and consen-
homes, and less likely to be on welfare. [49]
sus into what makes a good program. However, the
The authors of the Perry Preschool Project also propose National Association of the Education of Young Chil-
that the return on investment in education declines with dren (NAEYC) is a national organization that has iden-
the student’s age. This study is noteworthy because it ad- tified evidence-based ECE standards and accredits qual-
vocates for public spending on early childhood programs ity programs.[58] Continuing the leadership role it estab-
as an economic investment in a society’s future, rather lished with the Common Core, the federal government
than in the interest of social justice.[50] could play a key role in establishing ECE standards for
states.
The American legal system has also played a hand in pub-
6 Early childhood education policy lic ECE. State adequacy cases can also create a power-
ful legal impetus for states to provide universal access
in the United States to ECE, drawing upon the rich research illustrating that
by the time they enter school, students from low-income
In the past decade, there has been a national push for backgrounds are already far behind other students. The
state and federal policy to address the early years as a key New Jersey case Abbott County School District v. Burke
component of public education. At the federal level, the and South Carolina case Abbeville County School Dis-
Obama administration made the Race to the Top Early trict v. State have established early but incomplete prece-
Learning Challenge a key tenet of their education reform dents in looking at “adequate education” as education that
initiative, awarding $500 million to states with compre- addresses needs best identified in early childhood, includ-
hensive early childhood education plans.[51] In addition, a ing immediate and continuous literacy interventions.
largely Democratic contingent sponsored the Strong Start
In the 1998 case of Abbott v. Burke (Abbott V), the
for America’s Children Act in 2013, which provides free
New Jersey Supreme Court required New Jersey’s poorest
early childhood education for low-income families.[52]
school districts to implement high-quality ECE programs
Specifically, the Act would generate the impetus and sup-
and full day kindergarten for all three and four-year-olds.
port for states to expand ECE; provide funding through
Beyond ruling that New Jersey needed to allocate more
formula grants and Title II (Learning Quality Partner-
funds to preschools in low-income communities in order
ships), III (Child Care) and IV (Maternal, Infant and
to reach “educational adequacy,” the Supreme court also
Home Visiting) funds; and hold participating states ac-
authorized the state department of education to cooperate
countable for Head Start early learning standards.[53]
“with… existing early childhood and daycare programs in
Many states have created new early childhood education the community” to implement universal access.[59]
agencies. Massachusetts was the first state to create a con-
In the 2005 case of Abbeville v. State, the South Car-
solidated department focused on early childhood learn-
olina Supreme Court decided that ECE programs were
ing and care. Just in the past fiscal year, state funding

necessary to break the “debilitating and destructive cy-
cle of poverty for low-income students and poor aca-
demic achievement.” Besides mandating that all low-
income children have access to ECE by age three,
the court also held that early childhood interventions—
such as counseling, special needs identification, and
socio-emotional supports—continue through grade three
(Abbeville, 2005). The court furthermore argued that
ECE was not only imperative for educational adequacy
but also that “the dollars spent in early childhood inter-
vention are the most effective expenditures in the educa-
tional process.”[60]
7 International agreements
The first World Conference on Early Childhood Care and
Education took place in Moscow from 27 to 29 Septem-
ber 2010, jointly organized by UNESCO and the city of
Moscow. The overarching goals of the are to:
• Reaffirm ECCE as a right of all chil-
dren and as the basis for development
• Take stock of the progress of Member
States towards achieving the EFA Goal 1
• Identify binding constraints toward mak-
ing the intended equitable expansion of
access to quality ECCE services
• Establish, more concretely, benchmarks
and targets for the EFA Goal 1 toward
2015 and beyond
• Identify key enablers that should facilitate
Member States to reach the established
targets
• Promote global exchange of good
practices[61]
According to UNESCO a preschool curriculum is one
that delivers educational content through daily activities,
tuition and furthers a child’s physical, cognitive and so-
cial development. Generally, preschool curricula are only
recognized by governments if they are based on academic
research and reviewed by peers.[62]
Preschool for Child Rights have pioneered into preschool
curricular areas and is contributing into child rights
through their preschool curriculum.[63]
8 Notable early childhood educa-
tors
• Charles Eugene Beatty
• Friedrich Fröbel
5
• Elizabeth Harrison
• David P. Weikart
9 See also
• Baby video
• Bright from the Start
• Compensatory education
• Head Start Program
• Montessori education
• Playwork
• Preschool curriculum
• Reggio Emilia approach
10 Notes
[1] “The Scope of Early Childhood Education”. 20 July 2010.
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[2] http://www.nga.org/cms/home/
nga-center-for-best-practices/center-divisions/
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[3] “Why Cities Are Making Preschool Education Available
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[4] “Pre-K Funding from State and Federal Sources”. 25
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[6] Footnote Anning, A and Cullen, J. and Fleer, M. (2004)
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[9] Annie Davy (November 2000). Playwork: Play and Care
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[10] “Glossary of Early Childhood Terms - National Associa-
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6 10 NOTES
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8 12 TEXT AND IMAGE SOURCES, CONTRIBUTORS, AND LICENSES

12 Text and image sources, contributors, and licenses

12.1 Text
• Early childhood education Source: https://en.wikipedia.org/wiki/Early_childhood_education?oldid=680625436 Contributors: Freckle-
foot, Ixfd64, Mac, Samw, Freechild, Topbanana, Jasonnolan, Fvw, Academic Challenger, Sunray, Ashley Cole, Wikilibrarian, Henry
Flower, Jdavidb, Andycjp, Beland, Catdude, DragonflySixtyseven, Raylu, Kate, Njh@bandsman.co.uk, DanielCD, Discospinster, Rich
Farmbrough, ESkog, Aranel, Cmdrjameson, Bubbles19, Akeskek, Initof, Aogg, Hdonnenf, Shorerocker, Mrece, Etsorova, Jmiak, Lno-
vak, Happy chris, Missalicya, T2stephe, L2mckay, Gdolce, Jobid, Gabiluci, Graciebear22~enwiki, Latnahc, Jgallo, Sbuks17, Rdsilva,
Iverbana, Nance, Jellor, Graciebear, Rosemerced, Sespinola, Tashacs, Hooperbloob, Hashakra, Macho, Arthena, Wikidea, Versageek,
Bookandcoffee, Woohookitty, Fbriere, WadeSimMiser, Kelisi, Paxsimius, BD2412, Rjwilmsi, Yamamoto Ichiro, Old Moonraker, Pfct-
dayelise, Kerowyn, Bgwhite, Ben Tibbetts, Wavelength, Jlittlet, FlareNUKE, RussBot, Nesbit, NawlinWiki, Megapixie, Retired user-
name, Deville, Veinor, SmackBot, McGeddon, Lainagier, JFHJr, Gilliam, Ohnoitsjamie, Bluebot, Whywhywhy, Deli nk, Oatmeal bat-
man, Reecesel, Kandy5000, Brideshead, Audriusa, Nixeagle, Addshore, Master Scott Hall, Hgilbert, NickPenguin, Bosola, ArglebargleIV,
Gryffon, Euchiasmus, Hulmem, Workaholic~enwiki, SQGibbon, RichardF, Dl2000, Hu12, Politepunk, Chuckjav, JoeBot, IvanLanin,
Courcelles, Sunilreddym, Batchelor, Argon233, Ppgardne, DumbBOT, Alaibot, LarryQ, Satori Son, Epbr123, Barticus88, Mereda, Head-
bomb, Marek69, AgentPeppermint, Bobajimmy, QuiteUnusual, Jj137, Lfstevens, Stellmach, VoABot II, Dprice518, Jim Douglas, Cgin-
gold, Dap4, User A1, Glendahall, Kriscot31, Fernandinho~enwiki, Keith D, Nono64, J.delanoy, Pharaoh of the Wizards, Learnthesigns,
Tikiwont, Dahliarose, Mikael Häggström, Fishwristwatch, SteveChervitzTrutane, NewEnglandYankee, Generalist, Funandtrvl, Lights,
Hellno2, 28bytes, BoogaLouie, Lsmsuresh, Technopat, Aradanryl, Seb az86556, Billinghurst, Kilmer-san, Lova Falk, DlafountainTSI,
RaseaC, Waldanoble, Peachrose, Kflorez, Mcnelles, Ctrussell, Maconnors, Quansen, Neaeditor, Bentogoa, Unarmed Gunman, JetLover,
Hobartimus, Ks0stm, Jaraujo~enwiki, Rosiestep, Squicu, Algodon85, Amedwards77, Toni Chakchay, Maryam-balbed, Thinkey, Martarius,
Snowhitee, ClueBot, ImperfectlyInformed, Dskenne, Drmies, Melton02, Niceguyedc, Brittymarr, DragonBot, Quercus basaseachicensis,
Hachoenhi, PixelBot, Rhododendrites, Resilienzi~enwiki, Arjayay, Callinus, XLinkBot, Theodore101, Bywater100, Tcwrites, Sa petite
bourgeoise, Tayste, Addbot, Ronhjones, MrOllie, Kirkleton, Alanscottwalker, Aklaras, Stumac1106, Wrsmith3, Cyntann22, Luckas-bot,
Yobot, DisillusionedBitterAndKnackered, AnomieBOT, IRP, Sparrow33, Hope1964, Mevness, FCIK, Citation bot, Audreyrose atkinson,
Xqbot, All4art, Safe4u, Rosamaba, Mpierce47, Person of no interest, Parentingexpert, Moxy, A.amitkumar, Adamfinn325, FrescoBot, Pe-
terEastern, ChrisTParkin, BenzolBot, Boy.pockets, Lufernac, Jonesey95, Bartlettbabe, Fat&Happy, Deliagarcia95, Sstorey, SpaceFlight89,
Sockeyemedia, Vaalwiki, Smartkidsstartearly, Darigan, LeeMeerk, Lotje, Rixs, Rrvishewar, Vrenator, Tbhotch, DARTH SIDIOUS 2,
RjwilmsiBot, LittleGemsWorld, Chree34, Katherine, Wikipelli, Doncorto, Gherrera73, Listmeister, Nimnadas, Leopeeters, Mainirbis,
Remember the chilled wren!, Skettyjo, Mayur, ECEC2, Agillies99, UnescoKms, Paehunter, Hubbub1, Jenknis123, ClueBot NG, Mel-
bourneStar, Nmaduka, Soupguy1234, Khriskross12, GrammerPolise, Vdubbw, KSRolph, Childcareadvisor, MegByTheSea, Theopolisme,
S.kaha, Marthallanos, Helpful Pixie Bot, Geniusloci99, Theillusionstus, Dr.marlawre, DBigXray, BG19bot, Alexalambard, Cognitivevel-
opment, Limpopo111, Carlosvaras, TeacherPreK, Mhnsn1, Prof. Squirrel, Susiedarling, NGC 2736, Cyberbot II, ChrisGualtieri, Net-
rogeractor, Sarah zafer, Yogurt8, Mogism, Numbermaniac, Jamesx12345, Lmmoses1, Way2veers, Zgitt430, Keblibrarian, Throughme,
Madison Sinclaire, Koolslamsz, Prolifer4046006, Sheldonhalsted, BluLisa, Ewood3, Chantellecooke, Emmajayneaskey, Dgrayson2, AEd-
dleston, Monkbot, GinAndChronically, Charlotterebecca94, Lucy Emma Littlefield, Angelatsang0609, AbbeyClarkMoschella, Trollinater,
Aprilbowang, KeynoteBakers, Galtshuler, J3susgimm34us3rn4m3, Piglander, Arefinsumit, Bellathedonna, Polkadotbikkin, Aashitha6 and
Anonymous: 251

12.2 Images
• File:Ambox_important.svg Source: https://upload.wikimedia.org/wikipedia/commons/b/b4/Ambox_important.svg License: Public do-
main Contributors: Own work, based off of Image:Ambox scales.svg Original artist: Dsmurat (talk · contribs)
• File:Az_girl_at_the_TV,_e-citizen.jpg Source: https://upload.wikimedia.org/wikipedia/commons/2/20/Az_girl_at_the_TV%2C_
e-citizen.jpg License: Attribution Contributors: Own work Original artist: Moonsun1981
• File:Commons-logo.svg Source: https://upload.wikimedia.org/wikipedia/en/4/4a/Commons-logo.svg License: ? Contributors: ? Original
artist: ?
• File:Education_test_written_by_four_year_old_child.jpg Source: https://upload.wikimedia.org/wikipedia/commons/2/29/
Education_test_written_by_four_year_old_child.jpg License: Public domain Contributors: Own work. My test. Original artist:
Audriusa
• File:Folder_Hexagonal_Icon.svg Source: https://upload.wikimedia.org/wikipedia/en/4/48/Folder_Hexagonal_Icon.svg License: Cc-by-
sa-3.0 Contributors: ? Original artist: ?
• File:People_icon.svg Source: https://upload.wikimedia.org/wikipedia/commons/3/37/People_icon.svg License: CC0 Contributors: Open-
Clipart Original artist: OpenClipart
• File:Portal-puzzle.svg Source: https://upload.wikimedia.org/wikipedia/en/f/fd/Portal-puzzle.svg License: Public domain Contributors: ?
Original artist: ?
• File:Question_book-new.svg Source: https://upload.wikimedia.org/wikipedia/en/9/99/Question_book-new.svg License: Cc-by-sa-3.0
Contributors:
Created from scratch in Adobe Illustrator. Based on Image:Question book.png created by User:Equazcion Original artist:
Tkgd2007
• File:Unbalanced_scales.svg Source: https://upload.wikimedia.org/wikipedia/commons/f/fe/Unbalanced_scales.svg License: Public do-
main Contributors: ? Original artist: ?

12.3 Content license

• Creative Commons Attribution-Share Alike 3.0