The interest group on early childhood consisted of 9 educators, 6 from public schools and 3 from private schools.
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
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.
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.
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.