Early Childhood

The interest group on early childhood consisted of 9 educators, 6 from public schools and 3 from private schools.
Members
  • Mohamed Kandeal, Egypt
  • Judy Leavell, United States
  • Manna Totime Mizsnyik- Hungary
  • Emily Sadak, Egypt
  • Leslie Simonfalw, Hungary
  • Busarin Siripunyathorn, Thailand
  • Ellinor Taylor-Stoval, Bahamas
  • Tessy Torru, Nigeria
       Coordinator: Benedicta Agusiobo, Nigeria
Preamble
If we do not provide good early childhood education for our youngest children , we will stand the risk of poor achievements in school and life generally.

Thus education of our youngest children is a right of most importance.

The youngest are the foundation for peace and sustainable development in the world.
Recommendations
  • Need to share a successful Hungarian humanistic model for early childhood education through dialogue and on a web site.
  • Need to provide excellent training for caregivers /teachers of early years/in child facilities and orphanages in Nigeria.
  • Need to prepare teachers to deliver the rudiments of science education to children.
  • Need to examine various models of successful kindergarten-first grade curriculum for all subjects (including English and other second languages) for adapting to the school system in Egypt.
  • Need to examine successful models for parent education as well as teacher education.
  • Need to examine ways to aid the social skill development for students transitioning from kindergarten to first grade.
  • Need to follow up local programs designed to develop dual/equal competency in two languages.
  • Need to reduce overloaded curriculum so that a few important skills are taught and in greater depth.
Resolutions
  • Below are our resolutions regarding addressing early childhood issues and concerns within our educational agencies : Share Hungarian humanistic model for early childhood education through dialogue and on a web site.
  • Give priority attention to the training and retraining of teachers and care givers at the early childhood level.
  • Provide opportunities for education of parents so that they can appropriately support children’s learning ;teachers and schools.
  • Provide opportunities for children to acquire the ability and knowledge to speak, read, and write more than one language as a valuable global skill.
  • Provide assistance by sharing curriculum development in Early childhood by other countries to Egypt for the development of a comprehensive curriculum for teaching and learning at the early childhood level.
  • Give more focus to skill development
  • Examine social skill development of pupils transition from kinder to first grade.
  • Assess local programs that have equal competency in two languages.
  • Ensure that teacher education programs include science education for children.