Investing in Early Childhood Development: Review of the World Bank's Recent Experience

Abstract

Some rights reserved 1 2 3 4 17 16 15 14 World Bank Studies are published to communicate the results of the Bank's work to the development community with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally edited texts. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved.

Early childhood development coming of age: science through the life course

“…77 From 2000 to 2013, the World Bank invested $3.3 billion in 273 projects, primarily through health, nutrition, and population programmes. 80 Although these investments provide support for childhood development, they do not provide the responsive caregiving and opportunities for learning that children need. Investments were relatively stable from 2000 to 2011, with large increases after 2012, attributable to increased demand from countries and shifts in World Bank policy and internal capacity.…”

“…Investments were relatively stable from 2000 to 2011, with large increases after 2012, attributable to increased demand from countries and shifts in World Bank policy and internal capacity. 80 These trends are promising, but additional investments tied to early childhood development are needed.…”

Are there long-term benefits from early childhood education in low- and middle-income countries?

“…Currently, many countries are considering expanding early childhood education (ECE) programs, such as universal preschool, kindergartens, and daycare centers designed to foster cognitive and socioemotional development in children (Behrman & Urzúa, 2013;Campos, 2013;Cascio, 2015;Mostafa & Green, 2013;Nores & Barnett, 2010;OECD, 2012;Sayre, Devercelli, Neuman, & Wodon, 2015;Tatto, 2015;Wotipka, Rabling, Sugawara, & Tongliemnak, 2016). These policy considerations are supported by neuroscience evidence showing that brain synapses develop rapidly during a child's early years, thereby laying the foundation for cognitive and socioemotional functioning for the rest of a child's life (Shonkoff & Phillips, 2000).…”

Erken çocukluk eğitimi için sürdürülebilir kalkınma: Türkiye kökenli yayınlara yönelik bir değerlendirme

“…Developed policies in this context not only provide social welfare which is one of the long-term benefits of early childhood education, but these policies also reduce poverty and poverty-related deprivation (OMEP, 2017;Sayre, Devercelli, Neuman & Wodon, 2015;UNICEF, 2014). These policies adopt eclectic approaches that are effective in early childhood education in order to prevent the everdecreasing sources of life threatening human life on a global scale today.…”