Actualizing children’s rights through early childhood care and education: A focus on the Caribbean

Kinkead-Clark, Zoyah; Burns, Sheron C.; Abdul-Majied, Sabeerah

doi:10.1177/1476718x19875765

Cited by 8 publications

(4 citation statements)

References 17 publications

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“…Kinkead‐Clark, Burns & Abdul Majied (2020) in their research which examined the actualization of CRC across the Caribbean, noted that Early Childhood Care and Education has been a vehicle through which many of the articles of CRC have been achieved. The passing of both Acts are significant accomplishments for the development of Early Childhood Care and Education in Jamaica because it signified the legislation and the development and standards of operation governing institutions catering to young children.…”

Section: Factors Which Impact On System Qualitymentioning

confidence: 99%

System quality in early childhood care and education in Jamaica: Implications for policy

Kinkead‐Clark

2023

Euro J of Education

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Despite steady investment to improve early childhood progammes in recent years, many Jamaican early childhood institutions are ill‐prepared or unable to adequately meet the developmental needs of children for a number of reasons. Such schools are often labelled as failing or low quality. While teachers and schools are often blamed for this, an overlooked consideration in all this however is the preparedness of the existing systems and policies to support the Early Childhood sector to carry out their function. This article examines system quality in Early Childhood Care and Education and the implications for policy. System quality is an important yet often overlooked aspect of education. Four aspects of system quality were examined in this paper; the forms and dimensions of ECCE, the financing of ECCE and Laws and Regulations governing the system and current priorities relevant to ECCE. The gaps and strengths in the system are examined as well as implications of these on Early Childhood Care and Education policies are discussed.

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Section: Factors Which Impact On System Qualitymentioning

confidence: 99%

System quality in early childhood care and education in Jamaica: Implications for policy

Kinkead‐Clark

2023

Euro J of Education

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“…Early intervention services that work closely with families and co-ordinate education with health and social provision have been well developed for many years in some countries, such as Canada and New Zealand. Elsewhere, for example in Botswana and some Caribbean countries, there have been positive developments towards achieving access and inclusion in early years provision, though here developments are inconsistent and the need for additional professional development has been emphasised (Chhabra et al, 2018;Kinkead-Clark et al, 2019).…”

Section: Inclusion Through the Phases Of Educationmentioning

confidence: 99%

Realising Article 24 of the Convention on the Rights of Persons with Disabilities

Secretariat¹

2023

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As part of an ongoing commitment to support the development of a more inclusive education system across Commonwealth countries, the Commonwealth Secretariat commissioned documentation to support good policy and practice, particularly on including students with disabilities in mainstream education. This has been prepared with the objective of initiating a wider dialogue on inclusive practices for mainstreaming disability.This document provides examples from 11 Commonwealth countries, highlighting the process of change that is underway in these countries and the evolution of policies and strategies to improve access to education for children with disabilities.It additionally provides models and self-assessment tools to support policy-makers and education professionals as they work towards achieving Sustainable Development Goal (SDG) 4 to ensure inclusive andequitable quality education and promote lifelong learning opportunities for all.

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“…In the majority of countries where data is available, more than half of children aged 3 to 4 are developmentally on track (Silva, 2017;Do et al, 2020;Kinkead-Clark et al, 2020;Lorente et al, 2020). In all countries with comparable statistics, more than 85% of children aged 3 to 4 are seen to be on pace with their physical development.…”

Section: Introductionmentioning

confidence: 99%

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

et al. 2022

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According to Sustainable Development Goal 4.2 (SDG 4.2), Equal Access to Quality Pre-primary Education, governments throughout the world are working to ensure that all children have access to high-quality early childhood development, care, and pre-primary education by 2030. In order to organize available evidence into a coherent framework, the current scoping review represents an exploratory synthesis addressing the broad question of what qualitative and inclusive Early Childhood Education and Care strategies are currently being established globally to achieve SDG4 targets. The goal of this scoping review in this respect, was to map the available research and offer an overview of micro-, meso-, and macro-level perspectives on evidence-based interventions and strategies, for the promotion of SDG4 globally. A layered model of early childhood education that is both inclusive and egalitarian education emerged, starting with the micro level: child, family and community, mezo level: nursery, and kindergarten and macro level: national policies and SDG 4.2 Agenda for 2030. The mezzo level connects the micro and macro levels, being the most solicited level of implementing inclusive and qualitative ECEC strategies. Thus, starting with putting a real emphasis on children rights, creating a qualitative and inclusive culture with a holistic understanding of child development, then investing in teacher preparation and instilling a strong belief and positive attitudes toward equity in early childhood services, developing inclusive educational policies with an authentic community support offered by all stakeholders, then adapting curriculum and assessment methods to all early childhood educational contexts and lastly piloting and up-scaling good practices, and investing in infrastructure, facilities and innovative educational services, SDG4.2 targets could transparently and efficiently be attained by 2030, with all the setbacks arisen from the pandemic context. The data provide light on a vast topic range, including human rights and values, policy actions, and ideologies. The micro-level themes emphasized the importance of fostering equitable and inclusive environments for children., as well as instructional approaches that encourage positive attitudes toward diversity and instructors' levels of experience in dealing with diversity. We also discovered the significance of creating chances that promote socialization, connection development, and a sense of belonging. Meso-level principles emphasized the relevance of schooling in a child's holistic development and skill acquisition. Mainstream availability for all children, national curriculum regulations, teacher preparation for inclusive early childhood education, excellent funding and governance, evaluation and monitoring, and research on inclusive early childhood education comprise the macro level. As a concept and an approach, inclusive and qualitative education necessitates the preparedness of all relevant educational components to participate. Providing inclusive education in the early years requires setting the foundation for subsequent levels of schooling. The active engagement of a young kid should be directed by developmentally and individually suitable curricula. Access to and participation in age-appropriate general curricula becomes critical in identifying and providing specialized support services. Inclusive programming does not imply that the educational programs will necessarily be of good quality. Efficiency and wellbeing are synonymous with equity. Equitable education investment benefits everyone in society, not just the most marginalized. Investing in education will help communities achieve all of the Sustainable Development Goals related to education.

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Actualizing children’s rights through early childhood care and education: A focus on the Caribbean

Cited by 8 publications

References 17 publications

System quality in early childhood care and education in Jamaica: Implications for policy

System quality in early childhood care and education in Jamaica: Implications for policy

Realising Article 24 of the Convention on the Rights of Persons with Disabilities

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

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