Early Childhood Education and Development in Poor Villages of Indonesia : Strong Foundations, Later Success

Influenced by the condition of young children within its own country and by the pattern of international evidence about the value of Early Childhood Education and Development (ECED), the government of Indonesia has implemented policies and programs that prioritize the early years of children's lives. The first critical step was taken in 2001, when a new directorate dedicated to early childhood was established within the Ministry of Education and Culture. The second critical step was taken when early childhood education was included in a succession of key policy documents-the National Education System Law No. 20 in 2003 and the Ministry of Education and Culture's Strategic Plan (Rencana Strategis or Renstra) in 2004. ECED services are privately provided in multiple formats intended to cater to distinct age groups, and several different government ministries regulate the services. These arrangements underscore the continuing challenges in coordinating services and ensuring high quality across service providers. This book uses Indonesian data to answer five questions with significance for research, policy, and practice within and beyond Indonesia: (1) shat does global evidence tell us about the importance of ECED, and what policies and programs has Indonesia implemented to promote ECED?; (2) what is the pattern of development among young children in poor villages in Indonesia, and how is that development linked with their families' characteristics and the ECED services typically available to them?; (3) what were the processes and challenges of implementing a community-driven ECED project across 50 poor districts in Indonesia?; (4) what can be learned from the short-term results of a randomized evaluation of the project's impact on children s development?; and (5) what insights can be derived from this body of research to inform future policies and practices in Indonesia and beyond? With support from the World Bank and other development partners, the government has provided new early childhood services in 6,000 poor communities across 50 districts in the country. The lessons from this experience are focused in this book.

Bibliographic Details

Main Authors:	Hyson, Marilou, Hasan, Amer, Chang, Mae Chu
Language:	English en_US
Published:	Washington, DC: World Bank 2013-06-11
Subjects:	ACCESS TO SERVICES, ACCOUNT, AGE GROUPS, AGED, AT-RISK CHILDREN, AVERAGE SCORE, BASIC EDUCATION, BASIC KNOWLEDGE, BENEFITS FOR CHILDREN, BRAIN DEVELOPMENT, BREASTFEEDING, CARE CENTERS, CDD, CHILD CARE, CHILD CARE CENTERS, CHILD CARE PROGRAMS, CHILD DEVELOPMENT, CHILD GROWTH, CHILD HEALTH, CHILD HEALTH RESEARCH, CHILD MORTALITY, CHILD OUTCOMES, CHILDREN AT RISK, CHILDREN UNDER AGE, CLASSROOM, CLINICS, COGNITIVE DEVELOPMENT, COGNITIVE SKILLS, CONVENTION ON THE RIGHTS OF THE CHILD, CRIME, CURRICULA, CURRICULUM, DAY CARE, DAY CARE CENTERS, DEPRESSION, DIABETES, DIARRHEA, DIETS, DISABILITIES, DISADVANTAGED CHILDREN, EARLY CHILD DEVELOPMENT, EARLY CHILDHOOD, EARLY CHILDHOOD CARE, EARLY CHILDHOOD DEVELOPMENT, EARLY CHILDHOOD DEVELOPMENT PROGRAMS, EARLY CHILDHOOD EDUCATION, EARLY CHILDHOOD INTERVENTION, EARLY CHILDHOOD INTERVENTIONS, EARLY CHILDHOOD PROGRAMS, EARLY CHILDHOOD YEARS, EARLY EDUCATION, EARLY INTERVENTION, EARLY LEARNING, ECCD, ECCE, ECD, EDUCATION CAPACITY, EDUCATION SECTOR, EDUCATIONAL ATTAINMENT, EMOTIONAL DEVELOPMENT, ENROLLMENT, ENROLLMENT RATE, ENROLLMENT RATES, FAMILIES, FAMILY PLANNING, FAMILY RELATIONS, FAMILY SUPPORT, FEEDING PATTERNS, FORMAL EDUCATION, FORMAL SCHOOLING, GIRLS, HEALTH RESEARCH, HIV/AIDS, HOLISTIC DEVELOPMENT, HOME VISITING, HUMAN DEVELOPMENT, IMMUNIZATION, INFANCY, INFANT MORTALITY, INFANTS, INTERVENTIONS, IODINE, IRON, KINDERGARTEN, KINDERGARTENS, LANGUAGE STIMULATION, LEADERSHIP, LEARNING, LEARNING OUTCOMES, LITERACY, LIVE BIRTHS, MALARIA, MALNUTRITION, MATERNAL MORTALITY, MENTAL, MENTAL HEALTH, MORTALITY, MORTALITY RATES, NATIONAL EDUCATION, NATIONAL EDUCATION STANDARDS, NON FORMAL EDUCATION, NONGOVERNMENTAL ORGANIZATIONS, NUTRITION, NUTRITION OUTCOMES, NUTRITION STATUS, NUTRITIONAL STATUS, PARENT EDUCATION, PARENTAL EDUCATION, PARENTING, PEDIATRICS, PHYSICAL DEVELOPMENT, PHYSICAL GROWTH, PLAYGROUPS, POOR CHILDREN, POPULATION STUDIES, PRENATAL CARE, PRESCHOOL PROGRAM, PRESCHOOL PROGRAMS, PRESCHOOLS, PRIMARY CAREGIVERS, PRIMARY EDUCATION, PRIMARY SCHOOL, PRIMARY SCHOOL COMPLETION, PRIMARY SCHOOL ENROLLMENT, PRIMARY SCHOOLING, PRIMARY YEARS, PSYCHIATRY, PSYCHOLOGY, QUALITY ASSURANCE, READING, REASONING, RESEARCH PROGRAM, RISK FACTORS, RURAL AREAS, RURAL CHILDREN, SANITATION, SCHOOL READINESS, SCHOOLS, SKILLS DEVELOPMENT, SOCIAL DEVELOPMENT, SOCIAL NETWORKS, SOCIAL POLICY, SPECIAL EDUCATION, STORYTELLING, STUDENT ASSESSMENT, STUDENT PERFORMANCE, STUNTING, TEACHER TRAINING, TEACHERS, TODDLERS, UNDERWEIGHT CHILDREN, UNEMPLOYMENT, UNIVERSAL ACCESS, UNIVERSAL BASIC EDUCATION, VIOLENCE, VULNERABLE CHILDREN, WASTING, WORKERS, YOUNG CHILDREN, YOUNGER CHILDREN, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2013/06/17872548/early-childhood-education-development-poor-villages-indonesia-strong-foundations-later-success https://hdl.handle.net/10986/15799
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