Child, Youth, and Family Studies, Department of
Document Type
Article
Date of this Version
4-9-2021
Abstract
Recent global efforts around early childhood education (ECE) have led to increased investments and access, especially in low- and middle-income countries (UNESCO, 2019). As access grows, focus has shifted from enrollment to quality (Gove, 2017). This paper explores how ECE stakeholders in Tanzania and Lesotho define ECE quality. Findings show that stakeholders define quality in similar ways, highlighting the importance of trained teachers who implement specific teaching practices, strong partnerships with families and the community, critical infrastructure, and government support. However, review of the country contexts found that current conditions and support for these quality indicators were lacking.
Included in
Developmental Psychology Commons, Family, Life Course, and Society Commons, Other Psychology Commons, Other Sociology Commons
Comments
CC-BY-NC-ND