Introduction
Problem Statement
UNESCO’s “Education for All” is a global movement developed to meet the learning needs of all children, including children under the age of 3, by establishing high-quality programs around the globe and providing activities to increase the level of access to educational services for children of all ages and from all communities.
This program is a necessary measure to reduce the problem of poor children’s access to educational services. Researchers indicate that poor academic achievement among children is closely related to the country’s economic situation and poverty level. However, although the United States, Germany, and the Netherlands have established a universal child care system, it is unknown how well these countries offer effective approaches to meet the challenging issues that arise in the care and education of infants and toddlers. Therefore, this problem requires more careful study, including investigating the background, analyzing the consequences, and suggesting more effective measures.
Purpose of the Study
The purpose of this qualitative study is to examine the quality of child care programs for infants and toddlers in child-care center and determine if the programs meet the UNESCO’s mission to promote care and education for the “most vulnerable and disadvantage children” (UNESCO, 2000). The intent of this study is to analyze the measures and methods used within the program “Education for All” in order to support the young children and their families in all the areas of child “growing-physically, emotionally, socially, and intellectually” (UNESCO, 2000). The objective of this study is to clarify the approaches, to describe the consequences of this program, its positive effect and the possible problems that may occur during the work. Moreover, the purpose of this study includes the suggestions about the most appropriate solutions and measures within this program which can be used in order to increase the positive effect.
Review of the Literature
Researchers indicate that the level of poverty and access of children to educational services are closely related. Living in poverty, children demonstrate poor academic achievements, and therefore, they need the programs which can help to improve this situation. Analysis of UNESCO “Education for All” is an important step within the process of development more effective measures in order to improve the academic achievements of children. In order to address this problem, a review of extant literature is necessary. In this context, this study will provide an analysis of the several theories related to this problem: the role of the early childhood programs in effecting the well-being of a child (Olds, 2007), the relationships between poverty and academic level (Pungello, Campbell & Barnett, 2006), the impact of family settings, pedagogic approaches and practices on development of a child (Woodhead, 2006) and the peculiarities of the ethnographic case-study around the globe (Kamerman & Gatenio-Gabel, 2007). The literature review will consider the following topics:
- Observation of the current problems within the educational system, the theoretical background of the problem and its practical purpose (Olds; Pungello, Campbell & Barnett; Woodhead);
- Analysis of the peculiarities of the policies within the program “Education for All”, their strong and weak places, the effects and expectations (UNESCO; United Nations Children’s Fund).
- Specific of the educational systems of the United States, Germany and the Netherlands (Andress; Kamerman & Gatenio-Gabel; “Early Childhood Education and Care Policy in the Netherlands”).