As changes are being observed in the world of ECE, we need to reconsider our understanding of knowledge and development of young learners. The need of the hour is to re-conceptualize the concept of early childhood education.
The ideas which are accepted and openly embraced are quality learning, professionalization of early educators, leadership, involvement of families and community and measures to support specially abled children. Education has slowly but gradually evolved into a process that involves children, parents, professionals and the community. Social complexity, cultural differences and inter-person differences have also become necessary elements of the learning process.
There are great differences among the Asian countries and even within the states and districts inside national boundaries. The economic situations, educational policies, cultures, political systems, and values of people vary considerably. There are multiple religions, races and languages. This is the most probable reason for why European countries can be united as one, but the Asian countries cannot, due to more diversification and complication. For districts and states which are comparatively more advanced, the focus of play school franchise and best preschools is on creativity, capability, emotional satisfaction, experience and well–being of the children. As for the districts which are yet under development, the focus is on the rate of enrolment and academic skills of the children.
Community issues and values, as well as the social practices are constantly under reconstruction and redefinition. Simply stated, this means that what may have been an appropriate view for childcare and early education might not be the same today. Nineteenth and twentieth-century models including staffing and regulatory models are often deemed inappropriate for twenty-first-century children. Recent policy and media focus on early education and childcare is well overdue.
Finally, the volumes of research which show the benefits of rich, strong preschool development programs on child learning and development have captured the attention of the community. High-quality preschool development program introduced by preschool accreditation agencies like QualityKG help children reach and accomplish developmental milestones having a long-term academic and social benefits for the kids. For improved quality, this knowledge must be executed with vision and action for improvement in quality. Hence, there’s a need for maintaining professional standards, registration and preschool curriculum accreditation.
As a new beginning, a set of preschool accreditation standard for early childhood education would –
- Describe levels of professional practice (right from the initial to advanced levels) and to achieve these levels, ensure provisions for initial as well as opportunities for ongoing professional development.
- Provide common as well as explicit national understanding of what must be known and done by practitioners to nurture learning and development.
- Provide consistent and explicit national understandings on approaches like qualification, preparation as well as preschool development programs for early childhood education practitioners.
To put it briefly:
Early childhood education and care is a highly idiosyncratic and complex area. Development of professional standards across early childhood education and childcare sector will not be easy. The varying historical, theoretical and cultural traditions and the close alignment with community values and family mean that it’s not always crystal clear what we must expect for children and what shall be expected from professionals. Yet, there’s a need for agreement and articulation of expectation and shared values and the same can be found in the research-based globally relevant preschool accreditation standards established by QualityKG.