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early childhood development

How an award winning elementary school teacher is solving environmental equations using the bicycle

Leszek J. Sibilski's picture
 Gina McCarthy, the Administrator of the U.S. Environmental Protection Agency

“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” - Albert Einstein
 
When I wrote, “How the bicycle can drive green development on planet Earth” last year in March 2015, my hope was to raise awareness and encourage a few bicycle enthusiasts to further promote the use of the most efficient tool ever designed by the human mind and hand. In my wildest dreams, I never imagined that this blog would inspire an environmental education teacher who teaches grades K-5, Jenna Shea Mobley, from Springdale Park Elementary School in Atlanta to use the material presented in the blog as the impetus for her project that went on to receive the 2015 Presidential Innovation Award for Environmental Educators!
 
In her interdisciplinary curriculum design she combined lessons from science and math to help students focus on the effects of pollution and the human footprint on the environment. Math allowed her students to use multiplication and division to solve word problems and create models to form equations that represented the problem. I must admit, as a teacher, I like to dream big from time to time, but I would have never dreamt of integrating math, science and a pinch of social science into lessons that used the bicycle for children in third grade.
 
Ms. Mobley’s curriculum also included a component that encouraged social action.  Her students were encouraged to write letters to Atlanta’s Mayor Kasim Reed, asking him to reduce air pollution around Atlanta.

Early childhood development: A smart investment for life

Keith Hansen's picture
A young boy smiles at the camera, as his mother holds him. Photo Aisha Faquir / World Bank.

Early Childhood Development: A Smart Beginning for Economies on the Rise is one of the events at the 2016 Spring Meetings of the International Monetary Fund and World Bank Group. It will be webcast on April 14, 4:30 pm- 6:00 pm ET.

Have you ever heard the phrase “Inequality starts at birth”? This is one of the most sobering statements in development but one that has an answer and it’s called early childhood development or ECD. No other development investment boasts a higher payoff for people and for economies than ECD.

Measurement matters in preschool quality

Amer Hasan's picture
Children and teachers in an early childhood education center in rural Indonesia
Photo credit: Amer Hasan


Recent studies in neuroscience and economics show that early childhood experiences have a profound impact on brain development and thus on outcomes throughout life. A growing number of impact evaluations from low- and middle-income countries underscore the importance of preschool for children’s development (to highlight a few: Cambodia, Mozambique, and Indonesia).

Brain resilience can be key to healthy aging

Dorota Chapko's picture
A man holds his 11-month-old granddaughter. Photo: Allison Kwesell / World Bank


In our previous blog post, we wrote about how getting a good head start in brain development builds the foundation of our cognitive abilities. It puts us in a path towards socio-economic success and makes us more resilient to aging and mid-life adversities. In this post, we’ll discuss how early-life experiences influence the development of socio-emotional abilities and of a more resilient brain, and how this new evidence can help development professionals design cost-effective policies that take into account a person’s human development during his/her lifetime.
 
Optimal brain development can in turn make healthy aging possible. As Jack Shonkoff and colleagues have put it: “Many adult diseases are, in fact, developmental disorders that begin early in life.”

Ensuring access to quality early childhood development is anything but child’s play

Samuel Berlinski's picture
Children work in their classroom. Photo: Maria Fleischmann / World Bank


Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” This is one of many important targets set by the United Nations General Assembly on September 27, 2015. How hard will it be to achieve this goal by 2030?

The resilient brain and its crucial role in human development

Dorota Chapko's picture
Young children in Uzbekistan play with mind-stimulating games. Photo: Matluba Mukhamedova / World Bank


​Did you know that investments in early childhood are crucial for achieving the brain’s full developmental potential and resilience?
 
Jim Heckman, Nobel Laureate in economics, and his collaborators have shown that strong foundational skills built in early childhood are crucial for socio-economic success. These foundational skills lead to a self-reinforcing motivation to learn so that “skills beget skills”. This leads to better-paying jobs, healthier lifestyle choices, greater social participation, and more productive societies. Growing research also reveals that these benefits are linked to the important role that early foundations of cognitive and socio-emotional abilities play on healthy brain development across the human lifespan.

Brain complexity –the diversity and complexity of neural pathways and networks— is moulded during childhood and has a lasting impact on the development of cognitive and socio-emotional human abilities.

Giving young children the voice they lack

Claudia Costin's picture


This Children’s Day, I am thinking back to an event on the link between quality education and inclusive growth that we had last month in Lima, Peru. The event was memorable not only because of Eric Hanushek’s excellent presentation and the lively panel discussion that followed, but also because there were many students from Lima in the audience.
 
A month later, I still remember the young faces and how intently they were paying attention to everything that was being said about their futures. At the time, I thought, this is how it should be. There should always be children and youth involved and engaged when the discussion is about them.

Madagascar: Expanding the bandwidth of the extreme poor

Andrea Vermehren's picture
​Photo: Laura B. Rawlings / World Bank


It is 8 AM. The winter sun begins to appear over the gray-green mass of trees above the village of Tritriva in Madagascar’s central highlands. The courtyard of a stone church is already filled with women, many holding still-sleeping children in their arms. They have assembled for the first time in two months to receive a cash payment from the Malagasy state.

The women are poor and all live on less than $2 per day. The money they receive from the government amounts to about a third of their cash income for the two months in between each payment: it will go a long way in helping them support their families for the rest of the winter.
 
Initiated by the Madagascar government,  with support from the World Bank, the payments are part of a new program implemented by the Fonds d'Intervention pour le Développement (FID) to combat poverty in rural Madagascar and provide sustainable pathways to human development.

Video games, screen time and early childhood development

Michael Trucano's picture
there must be a screen here somewhere, where could it be?
there must be a screen here somewhere,
where could it be?

At 9:00 am this past Monday morning, almost 30 people crammed into a small conference room at the World Bank in DC to talk about ... videogames. (A good number more were queued up online to join in, but unfortunately technical snafus prevented them from participating -- our continued apologies if you count yourself among that group.) The featured presenter at this discussion, my colleague Mariam Adil ("Meet the Woman Who's Shaking Up Pakistan's Social Gaming Industry"), the founder of GRID (Gaming Revolution for International Development), shared some of the interesting and innovative things she has been doing to help create and roll out a number of educational mobile apps, as a contribution to broader discussions on topics related to 'early childhood development' (ECD).

Providing children and their caregivers with access to quality pre-school education opportunities is a primary activity of the World Bank's work related to early childhood development. No one who participated in Monday's discussion expressed the view that 'technology is the answer to the challenges of ECD'. That said:

Are there approaches and activities related to early childhood development worth pursuing that can be complemented, and in some cases helpfully enabled by, new technologies?

As the related World Bank strategy states, "Investing in young children through ECD programs—ensuring they have the right stimulation, nurturing and nutrition—is one of the smartest investments a country can make to address inequality, break the cycle of poverty, and improve outcomes later in life."

Given the proliferation of mobile phones in communities around the world, there can be no denying that such things are increasingly in the hands of parents and caregivers (and, for better or worse in the hands of children as well, both briefly and for extended periods of time).

What are we learning about what is possible, and what is useful, to do with these devices that can complement and extend many ECD activities and programs?

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Leveling the Playing Field from the Start: The Power of Early Childhood Development

Claudia Costin's picture


Today, I had the pleasure of participating in a keynote discussion at the Education World Forum in London--a large annual gathering of education decisionmakers from around the world. We focused this morning on how to use and translate data generated by education systems into better policies and effective results.

My fellow panelists which included Baroness Lindsay Northover, Parliamentary Undersecretary of State at the UK’s Department for International Development, and Professor Eric Hanushek from Stanford University, made excellent points about the link between education outcomes and economic growth. They also spoke about the ways to reach the 58 million children from marginalized communities who remain out of school.
 
I chose to focus on investments in the youngest children, from birth to age 5, before they even enter primary school.


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