Early Childhood Research and Indonesia's Young Children

Authors:
Brinkman SA, Hyson M, Kinnell A

Authors notes:
Early Childhood Education and Development in Poor Villages of Indonesia: Strong Foundations, Later Success. The World Bank p. 15-36.

Keywords:
Early childhood education, Child development, Indonesia, Poverty

Abstract:
This chapter assesses what global evidence tells us about the importance of early childhood education and development (ECED) and documents some of the policies and programs Indonesia has implemented to promote ECED.

Despite economic progress and reductions in poverty, inequalities remain for Indonesia's children and families.

Poverty challenges the holistic development and school readiness of many of the country's children.

Research on early childhood development suggests ways to address these inequalities and change the trajectory of poor children's development.

In the years from birth to age 6, children develop essential competencies and skills in every area of development, and one of the largest influences on child development is poverty.

Poor children are significantly more likely to experience nega- tive outcomes, starting early in life and continuing into adulthood. ECED services can improve outcomes for all children, particularly for those living in poverty.

Research has demonstrated the benefits of ECED services for a child's short- and long-term health and development, as well as the social and private economic benefits from investing in ECED.

This evidence has prompted an international focus on establishing and expanding ECED services, especially for the poorest children.