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Interdisciplinary Journal of Management and Social Sciences (IJMSS)
Vol. 5, No. 1, January 2024. Pages: 16-29
ISSN: 2738-9758 (Print), ISSN: 2738-9766 (Online)
DOI: 10.3126/ijmss.v5i1.62659
16
Exploring Early Childhood Development Education Through
Playful Environment
1Bisna Acharya and 2Surya Sigdel (Corresponding Author)
1Faculty Member of Education, Tribhuvan University, Mahendra Ratna Campus, Kathmandu, Nepal
[(Email:acharyabisna@gmail.com) ORCID: https://orcid.org/0000-0001-8457-1043 ]
2Assistant Professor of Education, Tribhuvan University, MahendraRatna Campus, Kathmandu, Nepal
[(Email:suryasigdel41@gmail.com) ORCID: https://orcid.org/0009-0007-1807-2191 ]
Received 15 Sep. 2023; Reviewed 20 Oct. 2023; Revised 5 Nov. 2023; Accepted 28 Dec. 2023.
Copyright: Acharya & Sigdel (2024)
This work is licensed under a Creative Commons Attribution-Non Commercial 4.0
International License.
Abstract
This study aims to explore the knowledge, attitudes, and behaviors related to early childhood
development and education through a descriptive research approach. The educator recognized the
significance of establishing environments that are conducive to children's needs and incorporating
stimulating activities to foster the growth of young learners. The researchers conducted an assessment
of knowledge, attitude, and practices through interviews and conversations. The variables of race, age,
and education had a notable influence on the level of knowledge among individuals. Teachers in
educational institutions possess a broader range of knowledge regarding school nutrition and health
compared to students. The respondents' knowledge, behavior, and perspectives were shaped by a range
of factors, such as their educational attainment, occupation, religious beliefs, and racial background.
The study findings emphasize the importance of school health, nutrition, and recreation, and
recommend that educators, students, parents, and other stakeholders actively promote these aspects.
Creating a favorable and supportive learning environment is crucial in the field of Early Childhood
Care and Education (ECCE), risk reduction initiatives, Nepal's child-friendly education programs, and
the improvement of school environment.
Keywords: Preschool, Childhood care, Child development, Playful practice, Nepalese education system
Inroduction
Educational strategies that emphasize play help young children develop fully. The framework tailors
hands-on activities, interactive learning, and creative discovery to early childhood needs and
development. Play often improves cognitive, social, emotional, and physical skills. Curiosity,
problem-solving, and imaginative play are essential for critical thinking, communication, and
emotional intelligence. This approach emphasizes the importance of early experiences in shaping a
child's future and creates a nurturing and stimulating environment where children can learn through
active engagement rather than dull instruction.
Interdisciplinary Journal of Management and Social Sciences (IJMSS)
Vol. 5, No. 1, January 2024. Pages: 16-29
ISSN: 2738-9758 (Print), ISSN: 2738-9766 (Online)
DOI: 10.3126/ijmss.v5i1.62659
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The emerging and industrialised nations invest more in early childhood education. Early creche,
parental-free child care, and forced education removal are quantifiable triumphs. Female job flexibility
has boosted maternal employment and non-parental child care (Bianchi, 2000). Infant poverty persists
in several countries despite economic improvement after WWII (Svensson, 2007). Bradbury et al.
(2011) found early childhood outcomes vary. UNICEF (2000) supports government assistance for low-
income and single-parent children to bridge opportunity gaps. Migration increases GDP and decreases
births. To reduce age gaps and create knowledge-intensive jobs, governments must invest in education
(Yunus, 2003).Knudsen et al. (2006) suggest early infancy development affects physical, intellectual,
and vocational achievement.
Public financing supports early childhood development (Cleveland &Krashinsky, 2003; Esping-
Andersen, 2005; Rolnick& Grunewald, 2003). Many governments struggle with childcare. Public
creches seldom obtain government financing without documentation. Government agencies prioritise
childcare facility growth above quality due to oversupply. Community and early childhood
development require cognitive, emotional, social, and physical support. Education affects adolescent
language, literacy, psychomotor, cognitive, social, and emotional development. ECCE helps
youngsters grow, states the Ministry of Education (2012). Fun and meaningful ECCE may help kids'
mental and emotional development. Recent study shows early interventions boost results. A good diet,
stimulating environment, and medical care are recommended.
Early childhood care and education promote the development of all children, according to the Jomtien
Declaration (1990). According to the Dakar Framework for Action, early childhood care and education
begin at birth and last 10 years after the first global conference in Moscow. Singh (2010) stresses the
need for low- and middle-income nations to help 200 million under-5s. These kids struggle with
hunger, poverty, and inaccurate information. Professionals who work with children prefer curriculum-
aligned schools. Play must be emphasized in early education. Nepal provides skilled and experienced
youth education and support. Preschools are regularly assessed. Many people split academic and
professional costs.The primary focus of this study is to analyze early childhood care and education
through the playful environment.
Literature Review
A thorough analysis has been carried out on the relevant theoretical framework and previous research
studies. The discussion has covered different aspects related to policy provisions, the socio-economic
cultural framework, child and teachers/facilitators preparation and readiness, as well as the
psychological context and categorization of practice behaviors. The aim of this study is to examine the
existing research on the effects of different services on children enrolled in early childhood care and
education (ECCE) programs.
The Jomtien World Conference (1990) inThailand established Education for All (EFA)'s main goal for
improving ECCE in member nations. The World Education Forum (2002) in Dakar, Senegal, endorsed
six goals, including expanding and improving early childhood care and education. Nepal has
committed to educating 80% of its 3–5-year-olds under EFA-NPA 2001–2015 (Department of
Education, 2012). These included under-3 classes, community-based programming, and school-based
pre-primary classes. Pre-primary courses are the part of Nepal's ECCE system. For early childhood
education to succeed, educators and carers must collaborate (Mayer, 1997).
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Paxson and Schady (2007) found that early childhood institutions and families interact to increase
parental participation in program governance and institutional decision-making. Teacher-student
connections improve student education and socialization. New teachers receive more positive
reinforcement than those with 5-10 years of experience. Teachers with less than five years of
experience may struggle to show their passion (Van, 1997). Experienced professors motivate pupils
more. Teachers with moderate experience (6-10 years) score worst than those with general experience
(0-5 years) or ten years or more.
Tikly (2008) advised early nutrition and growth identification and intervention. Nutritionally dense
meals are prioritized to maximize catch-up progress. Early childhood education curriculum might
confuse concepts, pedagogies/learning philosophies, and standards/skills. The study found that formal
and standardized curricula don't meet young children's developmental needs. Nepal had little academic
or empirical study on child care centres' ECCE functions (Curriculum Development Center, 2012).
MacNabb (2017) highlighted that complex activity systems create conflict and resources. The
workplace has parental, teacher, and speech therapist activity systems. Features and classifications of
high-quality early childhood education and care in that location. UNICEF education quality standards
like the Child Friendly School Framework. Shami et al. (2008) present a unique early childhood
education model. The framework covers context, learner characteristics, enabling inputs, teaching and
learning tactics, and outputs.
UNICEF (2008) states that the Department of Education, under the Ministry of Education and Sports,
implements early childhood development programs as part of the Education for All (EFA) program.
The organization's funding of Department of Education Early Childhood Care and Education projects
may explain service expansion. The main resources were an Early Childhood Care and Education
strategy plan, curriculum development, training manuals, and DOE training courses (UNICEF, 2008).
Leak et al. (2010) examined child nursery time and age that boosts growth in children under three
years. Barnett and Lamy (2006) found that permanent preschool enrollment improved language and
cognition. Paxson and Schady (2007) found a positive link between middle school cognitive
development and lengthier pre-primary education in 54 nations. Del Carmeun Huerta et al. (2011)
compared five OECD countries' longitudinal data. Despite more women working outside the home,
research shows that both parents benefit from increased quality time with their children (Bianchi,
2000).Moore (2010) stated that early infancy affects brain development that related to brain, cognition,
imagination, behaviour, and skill development are affected. The classroom acceptance can help
cultivate these traits. Personal and professional growth of educators affects students' ability, self-
confidence, and classroom conduct more than any other educational aspect. Socialisation promotes
kids cooperation, civility, and friendship(Lee, 2013).
Edgington (1998) advises promoting student inquiry and engagement to create a child-centered
classroom where teachers should see youngsters as strong and capable rather than weak and
defenceless to create a positive environment.Kirp (2007) remarked that physical punishment hinders
learning and lowers self-esteem and confidence. Similarly, Kaplan (2006) also highlighted physical
punishment causes depression and anxiety as well as physical punishment harms children's mental
health.
Dean (2003) highlighted that school-based and home-based learning must be compatible when most of
a child's education is outside of schools and parents coordinate with teachers. Developmentally
Interdisciplinary Journal of Management and Social Sciences (IJMSS)
Vol. 5, No. 1, January 2024. Pages: 16-29
ISSN: 2738-9758 (Print), ISSN: 2738-9766 (Online)
DOI: 10.3126/ijmss.v5i1.62659
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appropriate care improved cognitive performance in children, according to Click and Shaunessey
(2001). Alexander (2008)claimed that the educational system was flawed. This strategy assumes time
and schedules limit learning, which is problematic.
Children's academic underachievement has often linked to time management. Angrist and Krueger
(2001) discovered several characteristics that worsen grade retention.Communication without inter-
subjectivity and comprehension is difficult. Determining the intended relevance of a notion in a study
permits numerous analyses. It is necessary to utilize a qualitative research index, scale and measuring
instrument (Cresswell&Cresswell, 2017).The enduring consequences of early decisions are ascertained
by Skouteris et al. (2022). Blewitt et al. (2021) investigated the social and emotional development
beliefs of early childhood educators in Australia. Teachers' social and emotional development practices
and preschoolwere investigated where the researchers had discovered that educators conceive, execute,
and assess the social-emotional development of children. Mayar (2022) investigated the ways in which
early childhood education enhances comprehension and outlook.
Kangaset al. (2020) observed that early childhood learning environments founded on play. They
remarked that learning environments improve the cognitive and social-emotional development of
children, thereby bettering their futures. Cepero et al. (2023) stated that child development may be
enhanced if built environment remedies are disregarded.Farisia (2020) contends that the religious and
moral values in early childhood education possess the ability to mould the character of young
individuals. Fajri et al. (2022) investigated the period of accelerated development spanning from 0 to 6
years. During this phase of development, children acquire fundamental knowledge, attitudes, and
abilities. Motivating and stimulating educational materials may aid students in concentrating. Young
individuals can be captivated by realistic visual stimuli by means of interactive experiences and
repercussions.
As per Kale et al. (2023), early childhood education prepares children for elementary school. The pre-
school education enrollment by parents is not universal. The character education in the family, school
as well as community were evaluated by Saroh et al. (2020). By instilling in children an understanding
of societal values, this approach cultivates moral development.Considering the critical role that
educators play in delivering education of superior quality, their viewpoints on quality have the
potential to impact legislative processes(Sollars, 2020).
Weir (2014) laid the groundwork for long-term development. That study commenced by examining
two prominent literature subjects, followed by obstacles, benefits, effective collaboration, and optimal
approaches.Singh and Ngadni (2023) examined preschool parents' views on play-based learning.
Williamson et al. (2023) examined teacher’s expertise in humorous narrative reading with 3–5-year-
olds. They emphasised language learning and child and pedagogy expertise. Phillips et al. (2019)
explored the impact of aboriginal and values on children's personal and social development in early
childhood settings in Australia and New Zealand. Heljakka et al. (2021) examined how real and
artificial dogs improve preschoolers' social-emotional literacy.
The primary emphasis of the literature review has revolved around theories. The researchers'
hypothesis was thus prompted. To assess the alignment between theoretical predictions and the
practical execution of early childhood educational programs, the researchers gathered empirical data
using a range of methodologies. We employ a variety of technologies and methodologies to collect
field data. The researchers conducted a thorough analysis of narrative and oral tale data, along with the
corresponding supplementary materials.
Interdisciplinary Journal of Management and Social Sciences (IJMSS)
Vol. 5, No. 1, January 2024. Pages: 16-29
ISSN: 2738-9758 (Print), ISSN: 2738-9766 (Online)
DOI: 10.3126/ijmss.v5i1.62659
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Research Methodology
This study seeks to explore individuals' understanding, attitudes, and actions towards the physical
environment, along with their perception of community empowerment. This study has utilized a
descriptive research approach. The different approaches were carefully integrated into the design to
enhance comprehension, implementation, and perspective on the physical environment and its
management. The researchers began the process of collecting data by gathering quantitative
information. Later, the quantitative data was analyzed, and outcomes were obtained using an
interpretative technique. The quantitative data related to the management of early childhood care and
education (ECCE), along with other relevant materials, were collected and then analyzed using
appropriate statistical techniques and tools.
The ECCE community in Nepal conducted research to derive their findings, which included the
analysis of data. The researchers visited five Early Childhood and Care and Education Centers in the
Kathmandu district to collect data. These centers are operated by community schools, local
governments, and private organizations. The researchers reached out to 100 households to gather
information. The researchers engaged in discussions with teachers, ECCE facilitators, head teachers,
parents, students, and other relevant individuals, addressing their questions and inquiries.
Throughout the editing phase, a thorough evaluation was carried out on the questionnaires used for
interviews to ensure their precision and thoroughness in terms of including all necessary information.
The encoded responses were entered into the SPSS software for analysis. The interface for users is
designed with menus that offer comprehensive information and dialogue boxes that are straightforward
and user-friendly. Descriptive statistics, such as frequency and cross-tabulation, were used to achieve
the research objectives and answer the predefined research questions.
Results and Interpretations
The sample included 100 respondents, with 35 (35%) being agricultural laborers. This means the
agriculture industry's workforce were found mostly agricultural workers. Service workers (15) made
up 15% of the population. Similar to this, 20% of participants were local businesspeople (20) and 20%
were local workers and porters (20). In addition, 10% of participants worked in traditional vocations
such as old people in retirement homes, industrial sectors, restaurants, and metal industries.
The findings showed that 30% of the sample, 30people were enthusiastic about dalits and other
marginalized groups governing the early childhoodcare and education (ECCE) project in the
community. The study shows that 50% participants were oversatisfied. However, 29% of participants,
including 20% to 50% of the total, reported ultra-poor engagement. Additionally, 13% of participants
said that some actions, such as hiring powerful people and distributing resources, exclude or fail to
incorporate the ultra-poor. However, 27% of interviewees said that women and underrepresented
demographics are seldom in important positions, with estimations ranging from 5% to 10%.
Regarding the literacy among100 families, the literacy averaged 65% across study sites. Female
students made up 20% of the studied families, while male students made up 18%. Diverse non-
governmental and social organizations in the early childhood care and education (ECCE) and rural
community empowerment sectors can boost community capacity. Table 1 shows families' views on
organizations’ Early Childhood Care and Education (ECCE) management support programs.
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Table:1:NGOs to ECCE Centers
S.N
Supporting Programs
Households Number
Percentage (%)
1
Effective & sufficient
28
28%
2
Supportive
23
23%
3
Insufficient and Ineffective
49
49%
Total
100
100%
Source:Field Survey, 2022.
Table 1 presents that 28% reported receiving effective and efficient non-governmental organization
help. In addition, 23 participants (23% of the sample) agreed that non-governmental organizations
(NGOs) helped them manage early childhood care and education (ECCE) centers for their own benefit.
Insufficient and ineffective services given by non-governmental organizations (NGOs) and other
community-based organizations were reported by 49 participants that is 49% of households.The
community can support professional growth in early childhood care and education (ECCE) through
financial and technical assistance, technical proficiency, and training. Table 2 shows families'
expectations for Early Childhood Care and Education help.
Table 2: Support of Professional Development
S.N
Expect ations for Supporting
Households
Percentage (%)
1
Financial & technicalsupport
20
20%
2
Technical Skill & Training
14
14%
3
Advocacy
21
21%
4
Lobby
14
14%
5
Allabove
31
31%
Total
100
100%
Source: Field Survey, 2022.
Table 2 displays that 31% expected complete financial supports and technical help, technical skill
development and training, advocacy, and lobbying. Technical and training help was expected by 14%
of respondents. The lobby was prioritized by 14% of families and financial and technical help by 20%.
An additional 21% of respondents said advocacy was necessary. The playful educational activities,
both inside and outside the curriculum, implemented with children from diverse sociocultural
backgrounds help them unlearn and learn new things as they grow. Table 3 shows respondents'
opinions on how much homework children at Early Childhood Care and Education (ECCE) institutions
get to aid delearning and relearning.
Table3: Home Work Frequency
Home Work to Children
Respondents
Percentage (%)
Always
18
18%
Rarely
45
45%
No homework
37
37%
Total
100
100%
Source: Field Survey, 2022.
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Table 3 depicts that out of 100 respondents, 45% (45) said instructors and facilitators sometimes gave
assignments. A further 35% of participants said no homework was provided owing to worries about its
influence on students' workload. In contrast, 20% of respondents said they always give homework to
keep kids busy and engaged in schoolwork. The district education office needs frequent and complete
reports to create and enhance Early Childhood Care and Education (ECCE) facilities. Table 4
illustrates the reporting method proposed for resource employees and supervisors in early childhood
care and education (ECCE) facilities.
Table4: Mechanism of Supervisor
S.N.
Supervisor Response
Participants
Percentage (%)
1
Feedback to facilitator
30
30%
2
Explain to head teacher
18
18%
3
Discussion with facilitator and head teacher
32
32%
4
Report to parents/SMC
20
20%
Total
100
100%
Source:Field Survey,2022.
Table 4 highlights that 30 respondents indicated resource workers and supervisors discussed the matter
with facilitators and head teachers. A total of 25% of the participants said they had given facilitators
comments to improve their skills and supported efforts to do so. In 18% of cases, participants only told
the head instructor about their problems at ECCE facilities. During the observation period, 20% spoke
to parents and SMC members. Sound pollution was judged 52% bad, 27% tolerable and 21% great.
According to safety standards, the classroom and its surrounds scored 39% bad, 34% good, and 27%
good. A survey found that 36% of students had a good sitting arrangement, 23% a normal one, and
41% an unfavorable one. The poll indicated that 31% of participants were dissatisfied with the learning
materials. 39% stated the resources were utilitarian, while 30% said they were adequate.
This suggests that there is potential for further advancement in this particular domain. Similarly, it was
found that 18% of the participants assessed the necessity of physical instruments in early childhood
care and education (ECCE) settings. Additionally, 17% of the respondents rated the importance of
providing a loving and nurturing environment in ECCE. Furthermore, 12% of the participants
evaluated the significance of effectively managing and maintaining play areas in ECCE centres for
their enhancement. About 7% of early childhood care and educationchildren were found to possess a
discernible requirement for instructional and developmental interventions.
Management of the ECCE
Policy and program implementation for ECCE in community schools and across the
community has been discussed extensively. Village Municipalities and Municipalities have
registered early childhood care and education facilities as part of decentralization. Facilitators
receive monetary and non-monetary incentives from the Ministry of Education. Both
ministries carefully monitor and evaluate the centers per protocol. 44% of the 100 study
participants were dissatisfied with current laws and practices. Most participants wanted to
update and improve the rules. About 39% of participants said the policies were confusing and
Interdisciplinary Journal of Management and Social Sciences (IJMSS)
Vol. 5, No. 1, January 2024. Pages: 16-29
ISSN: 2738-9758 (Print), ISSN: 2738-9766 (Online)
DOI: 10.3126/ijmss.v5i1.62659
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ambiguous. Many interviewees said policy implementation, not just policy formation, is
lacking. Since head teachers have little time for Early Childhood Care and Education,
participants worried about the ECCE center management's leadership.
Management of Resources
Financial resources for ECCE institutions have been extensively studied. The government is moving
forward with the plan, but feasibility concerns have been raised from the start. Better entities than
Village Municipalities (VMs) and municipalities should fund local ECE facilities. Participants had to
evaluate and rank funding sources and contributions. Support came from parents, schools, government
funding, civic society, NGOs, and CBOs. In a comprehensive field survey, 39% of 100 participants
said parents were the main source of funding for early childhood care and education facilities. In
contrast, 24% said government grants funded ECCE institutions. It was surprising that only 21% knew
the school funds ECCE centers. Few respondents reported receiving financial aid from civil society,
donors, and nonprofits or community-based organizations. The lack of a standard prompted this
decision. Another parent complained that the facilitator's pay is below the minimum wage.
Nutrition and School Health Care Management
The Early Childhood Care and Education center was near the unmaintained lavatory. In her time at the
schools, the researcher found several waterless bathrooms. 15% of water came from wells and 15%
from commercial jars. River water is drunk by 18% and tap water by 14%. Few participants manually
transfer water from their homes to containers to hydrate their children. Many government school
students bring water bottles from home. The study found that 42% of participants said facilitators or
teachers kept the classroom clean and prioritized children's hygiene. The health curriculum required
them to take responsibility for their actions. 35% said a school assistant cleaned and sanitized early
childhood care and education (ECCE) facilities, while 22% said students did.
According to data analysis, 27% of respondents said their children get school lunches, while 21% said
they feed them unhealthy market food. Additionally, 19% of respondents said the school offers a
weekly lunch menu, but parents must provide the food. In addition, 18% of respondents said their
children eat homemade local food or lunch at home. However, 14% of children reported limited
midday food access, and 1% reported parental financial assistance. A large percentage of the 100
parents surveyed said their children's schools lacked first aid facilities. Many parents also prefer to take
their children home during emergencies. 21% of respondents reported emergency hospital transfers of
children, with 14% lacking health care skills and 11% seeking emergency and regular treatment.
Community Involvement on ECCE Management
Community groups like mothers' groups, community forest groups, and cooperatives managed ECCE
institutions. ECCE facilities were monitored and evaluated by the head teacher, resource person,
supervisors, teachers, parents, and SMC members. Table 5 displays participants' ratings of relevant
sectors' monitoring and evaluation activities.
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Table5: Involvement in Monitoring and Evaluation of Stakeholders
S.N
Monitoring and Evaluation
Respondents
Percentage (%)
1
Head teachers
20
20%
2
Teachers
21
21%
3
Resource Person
15
15%
4
School Supervisors
15
15%
5
Parents and SMC members
29
29%
Total
100
100%
Source:Field Survey,2022.
Table 5 shows that 29% of 100 participants said parents and School Management Committee members
were responsible for monitoring and evaluation. Similarly, 20% of participants rated the headmaster's
ECCE monitoring performance and 21% rated the teachers. However, only 15% of participants thought
educational administrators actively monitored and assessed Early Childhood Care and Education
facilities. The study included Participants-Observers (RPs) and Supervisors (Supervisors) who actively
participated in supervision and gave facilitators prompt feedback. The parents' efforts to finish
homework show their genuine interest in their children, providing attentive care, facilitating
recreational, educational, and instructive activities, and prioritizing enjoyment in their lives. According
to data analysis, many participants reported that their parents actively provided appropriate home care
for their children.
Similarly, 27% of participants spent time doing things they enjoyed, like playing with kids. 14%
prioritized enjoyment, 21% teaching and learning. 11% of participants assessed early childhood care
and education assignments. About 34% of participants are concerned about research facilitators and
helpers' lack of training. A survey found that 24% of respondents thought training in early childhood
care and education (ECCE) facilities was difficult due to limited resources. 21% of respondents said
they hadn't used their class training. Some participants (14%) use their training skills in the classroom.
Only 7% consistently use their training knowledge and skills when teaching. Village staff and
community members can better manage resources and improve ECCE institutions by working with
multiple organizations.
ECCE Management
Numerous programs emphasize cross-sector collaboration. Key enterprises from different sectors
collaborated through several measures. The District Child Welfare Board and National Early
Childhood Care and Education Network are in charge. However, ECCE institutions are
underrepresented on the Child Welfare Board (CCWB).Village Municipalities and municipalities can
form networking committees following ECCE Council guidelines. The National Early Childhood Care
and Education Network, which promoted government, international NGOs, and GO collaboration,
failed.There is poor collaboration between child care, education, and development organizations. The
respondents proposed a Council and a central board led by the Prime Minister or a National Planning
Commission member. A comprehensive approach to early childhood health, education, and
development. Representatives from well-known Early Childhood Care and Education organizations
may improve the council's effectiveness.
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Children's Care and Education
Participants in the discussion stressed the importance of ECCE centres going beyond education and
instruction. Early childhood care and education must include the Early Childhood Care and Education
Administration. According to participants, ECCE must consider children's emotional, psychological,
and physical development. The educational environment should improve children's sensory and motor
skills and accommodate their activities. Spiritual and moral education must be integrated into early
childhood care and education. After consulting with the Village Municipalities (VMs) secretary,
private residences will establish and manage Early Childhood Care and Education (ECCE) facilities.
No universal standard exists for Montessori or any other Early Childhood Care and Education (ECCE)
approach.
Discussion
Community management knowledge, attitudes, and behaviors regarding early childhood care and
development were examined in this study. This study evaluates current practices and examines how
certain factors affect people's resource optimization understanding, attitudes, and actions for
environmental sustainability. Numerous initiatives have implemented education programs like the
School Sector Reform Program. Montessori-inspired preschools, nurseries, and daycares are growing
in popularity. These schools are known for their excellent curricula. As per the study, early childhood
support boosts adult productivity. Primary school students had high graduation rates, fewer courses,
and lower absenteeism and delinquency. This study found that consistent and nurturing maternal
attention improves children's nutrition and reduces illness.
This study suggests that early exposure to diverse perceptual and motor experiences in childhood
improves adult learning. Early childhood education centers can help integrate ethnic and religious
groups. Early Childhood Care and Education (ECCE) boards and committees may consider
centralizing services. A more efficient resource delivery method with a centralized access point could
help these groups. There are several ways to choose and implement child center admission procedures.
The children's lunch program emphasizes nutrition and health. National, state, and municipal
policymakers lack competence, according to survey participants. This is essential for sustainable and
effective program implementation.
Early childhood care and education (ECCE) programs should be promoted to parents and other
stakeholders, participants stressed. For complete child development, the authors stressed Early
Childhood Care and Education (ECCE) programs. To avoid redundancy, promote fair allocation, and
improve community access, each center's needs must be assessed. Young people are enrolling despite
impressive progress and modern facilities. Private ECCE facilities differ from schools and
communities. The service meets discerning parents' payment needs. Financial aid helps parents pay
tuition. These groups obtained infrastructure, programs, and resources thanks to their expertise. Dress
code compliance, child development program knowledge, English proficiency, and ability to enroll
children in authorized institutions are tested.
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Conclusion
This study evaluates early childhood care and education (ECCE) environment, operational procedures, and
events using the latest management theory and successful practices. To determine how the ECCE method
design improved investigation accuracy and reliability, extensive data analysis was performed. Many local
leaders, planners, stakeholders, and researchers contributed their insights and perspectives during the
study. The study examined community leaders who are committed to resource management. By managing
resources inclusively, these people engage with the community. Community leaders were tasked with
raising awareness of early childhood care and education (ECCE). The goal was to maximize resource use
while achieving excellence. T
he researchers' data analysis showed that community leaders' leadership skills improve community
members' understanding of local Early Childhood Care and Education (ECCE) initiatives. The findings
provide insights and suggestions for improving current configurations and future research. Development
advocates aim to educate community members about resource mobilization and national potential. The
critical perspective claims a subjective realm of ideas, experiences, observations, and abilities. People
create subjective realities through observation, introspection, and cognitive inferences. The
epistemological framework explains how people learn and its fundamentals.
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