Early childhood education involves the teaching of young children up until age 8. It focuses on learning through play based on theories that play meets children's physical, intellectual, language, emotional and social needs. Several studies have found benefits of early childhood education including increased IQ scores, higher test scores, and greater success in school and life. For example, the Perry Preschool Project found children who participated were more likely to graduate high school, be employed, and less likely to commit crimes.

1. Early childhoodeducation
From Wikipedia, the free encyclopedia
"Nursery nurse" redirects here. For the related UK qualification, see City and Guilds.
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.
Early childhood education (ECE; also nursery education) is a branch of 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]
Context[edit]
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]
Early childhood attachment processes that occurs during early childhood years 0–2 years of age,
can be influential to future education. With proper guidance and exploration children begin to
become more comfortable with their environment, if they have that steady relationship to guide them.
Parents who are consistent with response times, and emotions will properly make this attachment
early on. If this attachment is not made, there can be detrimental effects on the child in their future
relationships and independence. There are proper techniques that parents and caregivers can use
to establish these relationships, which will in turn allow children to be more comfortable exploring
their environment.[1]
Academic Journal Reference This provides experimental research on the
emphasis on caregiving effecting attachment. Education for young students can help them excel
acidemically and socially. With exposure and organized lesson plans children can learn anything
they want to. The tools they learn to use during these beginning years will provide lifelong benefits to
their success. Developmentally, having structure and freedom, children are able to reach their full
potential.
Learning Through Play[edit]

2. A child exploring comfortably due to having a secure attachment with caregiver.
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, intellectual, language,
emotional and social needs (PILES) of children. Children's curiosity and imagination naturally evoke
learning when unfettered. Learning through play will allow a child to develop cognitively.[7]
Thus,
children learn more efficiently and gain more knowledge through activities such as dramatic play, art,
and social games.[8]
Tassoni suggests that "some play opportunities will develop specific individual areas of
development, but many will develop several areas."[9]
Thus, It is important that practitioners promote
children’s development through play by using various types of play on a daily basis. Allowing
children to help get snacks ready helps develop math skills (one-to-one ratio, patterns, etc.),
leadership, and communication.[10]
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.[11]
Learning
through play has been seen regularly 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 emotionally healthy. Rudolf
Steiner (1861-1925) believed that play time allows children to talk, socially interact, use their
imagination 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 experiences, individualized learning, and
developmentally appropriate learning as tenets of early childhood education.[12]
Piaget provides an explanation for why learning through play is such a crucial aspect of learning as a
child. However, 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 develops." Technology is
beginning to invade the art of play and a balance needs to be found.[13]
Many oppose the theory of learning through play because they think children are not gaining new
knowledge. In reality, play is the first way children learn to make sense of the world at a young age.
As children watch adults interact around them, they pick up on their slight nuances, from facial
expressions to their tone of voice. They are exploring different roles, learning how things work, and
learning to communicate and work with others. These things cannot be taught by a standard
curriculum, but have to be developed through the method of play. Many preschools understand the
importance of play and have designed their curriculum around that to allow children to have more
freedom. Once these basics are learned at a young age, it sets children up for success throughou t
their schooling and their life.
Theories of child development[edit]

3. See also: Child development
The Developmental Interaction Approach is based on the theories of Jean Piaget, Erik Erikson, John
Dewey and Lucy Sprague Mitchell. The approach focuses on learning through discovery.[14]
> Jean
Jacques Rousseau recommended that teachers should exploit individual children's interests in order
to make sure each child obtains the information most essential to his personal and individual
development.[15]
The five developmental domains of childhood development include:[16]
Maslow's Hierarchy of Needs
 Physical: the way in which a child develops biological and physical functions, including eyesight
and motor skills
 Social: the way in which a child interacts with others[17]
Children develop an understanding of
their responsibilities and rights as members of families and communities, as well as an ability to
relate to and work with others.[18]
 Emotional: the way in which a child creates emotional connections and develops self-
confidence. Emotional connections develop when children relate to other people and share
feelings.
 Language: the way in which a child communicates, including how they present their feelings and
emotions, both to other people and to themselves. At 3 months, children employ different cries
for different needs. At 6 months they can recognize and imitate the basic sounds of spoken
language. In the first 3 years, children need to be exposed to communication with others in order
to pick up language. "Normal" language development is measured by the rate of vocabulary
acquisition.[19]
 Cognitive skills: the way in which a child organizes information. Cognitive skills include problem
solving, creativity, imagination and memory.[20]
They embody the way in which children make
sense of the world. Piaget believed that children exhibit prominent differences in their thought
patterns as they move through the stages of cognitive development: sensorimotor period, the
pre-operational period, and the operational period.[21]
Vygotsky’s socio-cultural learning theory[edit]
Russian psychologist Lev Vygotsky proposed a "socio-cultural learning theory" that emphasized the
impact of social and cultural experiences on individual thinking and the development of mental
processes.[22]
Vygotsky's theory emerged in the 1930s and is still discussed today as a means of
improving and reforming educational practices.
Vygotsky argued that since cognition occurs within a social context, our social experiences shape
our ways of thinking about and interpreting the world.[23]
Although Vygotsky predated social
constructivists, he is commonly classified as one. Social constructivists believe that an individual's
cognitive system is a result of interaction in social groups and that learning cannot be separated
from social life.[24]
Vygotsky proposed that children learn through their interactions with more knowledgeable peers and
adults. His concept of the zone of proximal development (ZPD) is the difference between what a
learner can do without help and what a learner can do with help.[25]
According to Vygotsky, "what is in
the zone of proximal development today will be the [child’s] actual developmental level
tomorrow".[22]
This theory heavily influenced contemporary early educational practices by increasing

4. focus on material within the ZPD. Vygotsky proposed that children should be taught materials that
employ mental processes within the ZPD.
ZPD encourages early childhood educators to adopt "scaffolding", in which a teacher adjusts support
to fit a child’s learning needs.[26]
Scaffolding requires specially trained teachers, a differentiated
curriculum, and additional learning time. Vygotsky advocated that teachers facilitate rather than
direct student learning.[27]
His approach calls for teachers to incorporate students’ needs and
interests when developing curricula. Every student should actively participate in a reciprocal
interaction with their classmates and educators.
Vygotsky’s socio-cultural learning theory has also proven especially important for the education of
the mentally disabled. According to Vygotsky, "special education was the creation of what he called
a ‘positive differential approach’; that is, the identification of a disabled child from a point of strength
rather than disability".[28]
Providing the appropriate scaffolding enables students with special needs to
develop abstract thinking.
Piaget’s constructivist theory[edit]
Jean Piaget's constructivist theory gained influence in the 1970s and '80s. Although Piaget himself
was primarily interested in a descriptive psychology of cognitive development, he also laid the
groundwork for a constructivist theory of learning.[29]
Piaget believed that learning comes from within:
children construct their own knowledge of the world through experience and subsequent reflection.
He said that "if logic itself is created rather than being inborn, it follows that the first task of education
is to form reasoning." Within Piaget's framework, teachers should guide children in acquiring their
own knowledge rather than simply transferring knowledge.[30]
According to Piaget’s theory, when young children encounter newinformation, 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 consistent with reality.
Assimilation involves fitting new information into their pre-existing schemas. Through these two
processes, young children learn by equilibrating their mental representations with reality. They also
learn from mistakes.[31]
A Piagetian approach emphasizes experiential education; in school, experiences become more
hands-on and concrete as students explore through trial and error.[32]
Thus, crucial components of
early childhood education include exploration, manipulating objects, and experiencing new
environments. Subsequent reflection on these experiences is equally important.[33]
Piaget’s concept of reflective abstraction was particularly influential in mathematical
education.[34]
Through reflective abstraction, children construct more advanced cognitive structures
out of the simpler ones they already possess. This allows children to develop mathematical
constructs that cannot be learned through equilibration — making sense of experiences through
assimilation and accommodation — alone.[35]
According to Piagetian theory, language and symbolic representation is preceded by the
development of corresponding mental representations. Research shows that the level of reflective
abstraction achieved by young children was found to limit the degree to which they could represent
physical quantities with written numerals. Piaget held that children can invent their own procedures
for the four arithmetical operations, without being taught any conventional rules.[36]
Piaget’s theory implies that computers can be a great educational tool for young children when used
to support the design and construction of their projects. McCarrick and Xiaoming found that
computer play is consistent with this theory.[37]
However, Plowman and Stephen found that the
effectiveness of computers is limited in the preschool environment; their results indicate that
computers are only effective when directed by the teacher.[38]
This suggests, according to the
constructivist theory, that the role of preschool teachers is critical in successfully adopting
computers.[39]
Kolb's experiential learning theory[edit]
Main article: Kolb's experiential learning

5. David Kolb's experiential learning theory, which was influenced 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 through the transformation of experience. Knowledge results from the
combinations of grasping and transforming experience." The experimental learning theory is
distinctive in that children are seen and taught as individuals. As a child explores and observes,
teachers ask the child probing 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 conceptualisation, and active experimentation. Children observe new situations, think about
the situation, make meaning of the situation, then test that meaning in the world around them.[40]
The practical implications of early childhood education[edit]
In recent decades, studies have shown that early childhood 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.[41]
In other words, the child
needs to be taught to rationalize everything and to be open to interpretations and critical thinking.
There is no subject to be considered taboo, starting with the most basic knowledge of the world he
lives in, and ending with deeper areas, such as morality, religion and science. Visual stimulus and
response time as early as 3 months can be an indicator of verbal and performance IQ at age 4
years.[42]
By providing education in a child's most formative years, ECE also has the capacity to pre-emptively
begin closing the educational achievement gap between low and high-income students before formal
schooling begins.[43]
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.[44]
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.[45]
Especially since the first wave of results from the Perry Preschool Project were published, there has
been widespread consensus that the quality of early childhood education programs correlate with
gains in low-income children’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.[46]
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 participated in early childhood
programs.[47]
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.[47]
Beyond benefitting societal good, ECE also significantly impacts the socioeconomic outcomes of
individuals. For example, by age 26, students who had been enrolled in Chicago Child-Parent
Centers were less likely to be arrested, abuse drugs, and receive food stamps; they were more likely
to have high school diplomas, health insurance and full-time employment.[48]
The Perry Preschool Project[edit]
In Ypsilanti, Michigan, 3 and 4 year-olds from low-income families were randomly assigned to
participate in the Perry Preschool. By age 18, they were five times less likely to have become
chronic law-breakers than those who were not selected to participate in the Preschool.[49]
The Perry Preschool Study also found that low-income individuals who were enrolled in a quality
preschool program earned on average, by age 40, $5500 per year more than those who were
not.[50]
The Perry Preschool Study produced a total benefit/cost ratio of 17:1 (4:1 for participants, 13:1

6. for the public), with participants on average earning higher incomes, more likely to own their own
homes, and less likely to be on welfare. [51]
The authors of the Perry Preschool Project also propose that the return on investment in education
declines with the student's age. This study is noteworthy because it advocates for public spending
on early childhood programs as an economic investment in a society's future, rather than in the
interest of social justice.[52]
In 2008, Michael L. Anderson re-examined the data from Perry and similar projects and found "...
girls garnered substantial short- and long-term benefits from the interventions. However, there were
no significant long-term benefits for boys."[53]
Early childhood education policy in the United States[edit]
In the past decade, there has been a national push for state and federal policy to address the early
years as a key component of public education. At the federal level, the Obama administration made
the Race to the Top Early Learning Challenge a key tenet of their education reform initiative,
awarding $500 million to states with comprehensive early childhood education plans.[54]
In addition, a
largely Democratic contingent sponsored the Strong Start for America’s Children Act in 2013, which
provides free early childhood education for low-income families.[55]
Specifically, the Act would
generate the impetus and support for states to expand ECE; provide funding through formula grants
and Title II (Learning Quality Partnerships), III (Child Care) and IV (Maternal, Infant and Home
Visiting) funds; and hold participating states accountable for Head Start early learning standards.[56]
Head Start grants are awarded directly to public or private non-profit organizations, including
community-based and faith-based organizations, or for-profit agencies within a community that wish
to compete for funds. The same categories of organizations are eligible to apply for Early Head
Start, except that applicants need not be from the community they will be serving.[57]
Many states have created new early childhood education agencies. Massachusetts was the first
state to create a consolidated department focused on early childhood learning and care. Just in the
past fiscal year, state funding for public In Minnesota, the state government created an Early
Learning scholarship program, where families with young children meeting free and reduced price
lunch requirements for kindergarten can receive scholarships to attend ECE programs.[58]
In
California, Senator Darrell Steinberg led a coalition to pass the Kindergarten Readiness 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 an ECE curriculum that would be aligned with the K-12 continuum.[59]
State funding for pre-K increased by $363.6 million to a total of $5.6 billion, a 6.9% increase from
2012 to 2013. 40 states fund pre-K programs.[60]
Currently, one of America's larger challenges regarding ECE is an dearth in workforce, partly due to
low compensation for rigorous work. The average early childhood teaching assistant earns an
annual salary of $10,500 while the highest paid early childhood educators earn an average $18,000
per year. The turnover of ECE staff averages 31% per year.[61]
Another challenge is to ensure the
quality of ECE programs. Because ECE is a relatively new field, there is little research and
consensus into what makes a good program. However, the National Association of the Education of
Young Children (NAEYC) is a national organization that has identified evidence-based ECE
standards and accredits quality programs.[62]
Continuing the leadership role it established with
the Common Core, the federal government could play a key role in establishing ECE standards for
states.
The American legal system has also played a hand in public ECE. State adequacy cases can also
create a powerful legal impetus for states to provide universal access to ECE, drawing upon the rich
research illustrating that by the time they enter school, students from low-income backgrounds are
already far behind other students. The New Jersey case Abbott County School District v. Burke and
South Carolina case Abbeville County School District v. State have established early but incomplete
precedents in looking at "adequate education" as education that addresses needs best identified in
early childhood, including immediate and continuous literacy interventions.

7. In the 1998 case of Abbott v. Burke (Abbott V), the New Jersey Supreme Court required New
Jersey’s poorest school districts to implement high-quality ECE programs and full day kindergarten
for all three and four-year-olds. Beyond ruling that New Jersey needed to allocate more funds to
preschools in low-income communities in order to reach "educational adequacy," the Supreme court
also authorized the state department of education to cooperate "with… existing early childhood and
daycare programs in the community" to implement universal access.[63]
In the 2005 case of Abbeville v. State, the South Carolina Supreme Court decided that ECE
programs were necessary to break the "debilitating and destructive cycle of poverty for low-income
students and poor academic 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 intervention are the most
effective expenditures in the educational process."[64]
International agreements[edit]
The first World Conference on Early Childhood Care and Education took place in Moscow from 27 to
29 September 2010, jointly organized by UNESCO and the city of Moscow. The overarching goals of
the conference are to:
 Reaffirm ECCE as a right of all children and as the basis for development
 Take stock of the progress of Member States towards achieving the EFA Goal 1
 Identify binding constraints toward making 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[65]
According to UNESCO a preschool curriculum is one that delivers educational content through
daily activities, and furthers a child's physical, cognitive and social development. Generally,
preschool curricula are only recognized by governments if they are based on academic research and
reviewed by peers.[66]
Preschool for Child Rights have pioneered into preschool curricular areas and is contributing into
child rights through their preschool curriculum.[67]
How Private Capital in Education Is Increasing Access, Inspiring
Innovation and Improving Outcomes
The face of education is changing. A generation ago, education delivery was dominated by
the public sector across geographies, and publishers dominated private sector education.
Technology played a minimal role, and few investors were engaged.
For too many people in too many countries, education was a privilege rather than a right.
The consequence? Unrealized human potential, alongside more tangible outcomes: lower
GDP growth, since education is highly correlated to economic growth; greater instability,
since a year of school makes boys 20% less likely to engage in armed conflict; and greater
maternal and child mortality, since education drives decreases in both (for example,
maternal deaths would be cut by two-thirds if all women had a primary education).

8. But over the last 30 years, and particularly since the introduction of the Millennium
Development Goals, the education sector has undergone a radical shift.
During this period, primary school enrollments in developing countries nearly doubled,
while secondary enrollments increased more than four times. This has also increased
demand for university seats and vocational education.
Governments have played an essential role in increasing access, but in many nations the
increasing demand for high-quality education has led to overcrowded schools and
universities, as public systems struggle to keep pace with rising demand.
For example, India must build hundreds of new tertiary institutions to accommodate its
“demographic dividend” of young people and fuel continued economic growth. However, at
current rates of college capacity growth, by 2020 India will have more college-uneducated
adults than it does today.
Furthermore, even where capacity has been dramatically increased, quality can be a
concern. Just because a child is in school does not mean that child is learning, and teacher
absenteeism and school overcrowding are persistent concerns in emerging markets.
Against this backdrop, private capital is increasingly being deployed to finance education.
Private education operators are proliferating across segments, from early education to
vocational training and education technology. Deal flow has dramatically increased, with
mergers and acquisitions activity in the sector up by over 600% since 2000.
Private capital has been a game changer within education for three reasons:
1. Expansion: Private financing allows institutions to scale, giving access to more
children. Private providers aim to maximize profits alongside improving impact, and
increased scale drives revenues.
2. Innovation: Competition drives innovation. Governments may not have the
capacity or risk appetite to test-drive new models of education delivery, but private
financing of education supports research and development that drives more
effective, higher quality provision.
3. Outcomes: Private capital is driving education providers to track data and improve
outcomes because investors want to see measurable impact.
There are diverse examples of private capital within education. One example is Bridge
International Academies, the world’s largest education company serving families earning
less than $2 (USD) a day, now reaching 100,000 children. The organization’s backing by a
range of venture capitalists and impact investors has enabled it to expand across Kenya
and into Uganda, Nigeria and India.
Another is Educate Girls, which recently launched a Development Impact Bond (also known
as a Payment by Results bond) in partnership with a mainstream investor. The financing
will enable almost 20,000 children in India to access a higher-quality education.
In the higher education sector, Ideal Invest, a student finance company in Brazil, has
enabled more than 50,000 students to attend university. Its loan book is financed by a

9. traditional investment vehicle – an asset-backed security offered on the Brazilian stock
exchange.
To be sure, there are risks where private capital engages with public goods, but these are
outweighed by the urgent need to get more children into education. The progress to enroll
the 275 million children who remain out of school has stagnated since 2012. Private sector
financing and private education operators can help to drive access for millions more
children as a supplement to public systems.
Government and other stakeholders play a key role in mitigating risks and supporting the
effective deployment of private capital by designing transparent, consistent and supportive
regulations, often developed in partnership with industry. Governments can also leverage
public-private partnerships to drive education access, particularly in segments that are
oversubscribed or underserved, such as special needs education.
It is an exciting time to work in education. The sector is at the outset of an important
process of evolution that has the potential to open access for millions of people. The need
for – and proven success of – private capital in education will ensure its ongoing growth,
particularly in emerging markets.
Parthenon-EY explores these and other issues in a new report with the World Innovation
Summit in Education (WISE): Driving Grades, Driving Growth: How Private Capital in
Education is Increasing Access, Inspiring Innovation, and Improving Outcomes.
The views expressed by Ashwin, Maryanna and Roisin are their own and do not necessarily
represent those of Parthenon-EY or the global EY organization.
Early childhood education (ECE; also nursery education) is a branch of 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.
ECE settings which support these developments are characterized by emotionally warm and
supportive social interactions, the provision of developmentally challenging and playful learning
opportunities, dialogic and collaborative talk, and support for child-initiated activity and
children’s autonomy.

10. The most widely accepted definition of what is meant by this term in developmental psychology
is that offered by Schunk and Zimmerman (1994): “The process whereby students activate and
sustain cognitions, behaviors, and affects, which are systematically oriented toward attainment
of their goals”
For example, observational studies of three to five year old children in the naturalistic contexts of
their ECE classrooms, engaged in playful, self-initiated individual and small group collaborative
activities, have revealed extensive metacognitive and self-regulatory behaviors.
Education at its best is concerned with the whole child, and learning to recognize and manage
our emotions, what has sometimes been referred to as emotional "intelligence" (Goleman,
1995), is a fundamental p. 10 YOUNG CHILDREN’S DEVELOPMENT AND LEARNING
life skill with enormous implications for a child’s development. Cefai (2008) has demonstrated
the inextricable links between emotional and cognitive learning.
Developing social skills is an important aspect of education in its own right but also enables
young children to learn with and from adults and other children.
Human beings are essentially social animals and develop a range of social skills and abilities at a
very young age.
Piaget transformed our understandings about early cognitive development through a vast amount
of observational studies demonstrating the active nature of children as learners. Subsequent
research building on his ideas has clearly established children as “meaning makers” or “little
scientists” who actively construct their own understandings of the world (Donaldson, 1978).
The diagram shows that the effectiveness of learning on this stage is very crucial. In some point
the foundation may start at this young age. The child must be able to learn how to discover
things by socializing to people. They are playful so that they can discover by themselves the
process of communication and with this they are developing skills such as oral language.
In handling early childhood parents have an important role by guiding their child to improve the
different aspects like cognitive, emotional and social. For the development of the child in this
stage there are opportunities, methods and techniques in handling this stage and for the
improvement of their education like Education for All, creative curriculum, assessment,
developmental psychology, international developments, educational research, formal approaches
and traditional educational approaches. The agency like UNESCO and UNICEF gave us legal
basis and studies of how we can discover and improve the education of the child in early
childhood.
In stage the learning of the child starts at home and it can well-developed in school.

12. LEARNING PAPER # 2: Driving Grades, Driving Growth: How Private Capital in Education
is Increasing Access, Inspiring Innovation and Improving Outcomes
REYES, MARIA MYRMA MAT-FILIPINO PROF. DACANAY
Education is a vital driver of personal and national prosperity. Education is not only important
for individuals but also to tie up a country’s economic potential as one of the most critical levers
to sustain and propel a nation’s economic growth.
Governments play a critical role in setting standards, ensuring quality, and protecting the rights
of vulnerable populations. Foundations can take a long-term view, take significant innovation
risk, and serve charitable ends but, in the non-profit world, scale often means larger headaches
with few additional rewards. Companies can aggregate private capital, develop innovative
offerings, and develop efficiencies at scale. In the private sector, managers have incentives
including stock and performance compensation that encourage quality, performance, and growth.
The private and public sectors needs capital to invest more projects and infrastructure that caters
the needs of students so that education itself can be improve. This shows that every schools have
their own capital and investments to produce more productive and globally competitive students
that will enable to improve our country’s economic growth.
Private Capital in
Education
Institutional Individual
Private investment in the
education
Public and philanthropic
investment
private sector in delivery,
for profit and non-profit
operators
Investor’s profit
Impact focus
Finance Investment, Venture Capital,
Angel Funding, Low Interest Financing