Empowering Mothers to Leverage the Holistic ECE Picture

Autor/inn/en	Younes, Mona; Noe, Nele
Titel	Empowering Mothers to Leverage the Holistic ECE Picture
Quelle	In: Childhood Education, 99 (2023) 3, S.14-23 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2023.2212552
Schlagwörter	Empowerment; Mothers; Holistic Approach; Early Childhood Education; Foreign Countries; Parent Participation; Program Descriptions; India + Suchen Sie Ihr Suchwort? Mother; Mutter; Holistischer Ansatz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Elternmitwirkung; Indien
Abstract	Pratham Education Foundation was founded in 1995 to target issues with pre-primary and primary education in the slums of Mumbai. Since then, it has developed into one of the largest NGOs in India. In response to the critical shortage of affordable, accessible quality early childhood education (ECE), Pratham established numerous holistic ECE interventions, mainly focusing on a play-based approach in government pre-school centers, and some active mothers' groups providing ECE in Pratham's Direct communities. However, due to the pandemic, and the resulting closure of educational institutions, Pratham decided to shift its focus away from its direct ECE model, transitioning fully to a blended remote home- and community-based early childhood model. In this model, mothers play a pivotal role in their young children's early learning and development. Empowering the community when implementing early childhood programs is crucial because it helps to ensure that programs are tailored to meet the specific needs and cultural context of the community. It also helps to build buy-in of the program among community members, which can increase participation and improve program outcomes. Empowerment also enables the community to take ownership of the program and continue it after external funding and support have ended. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01