Rethinking Early Learning and Development Standards in the Ugandan Context

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dc.contributor.authorEjuu, Godfrey
dc.date.accessioned2023-10-11T17:46:27Z
dc.date.available2023-10-11T17:46:27Z
dc.date.issued2013
dc.description.abstractEarly childhood development (ECD), either as a process, program, or service provided to young children from birth to 8 years of age, has always existed in Africa, although not in the form that is recognized as ECD today. Reports describe novel African child-rearing and care practices that have nurtured children to a level where they have been able to outcompete their counterparts in other parts of the world (Harkness, Super, Barry, Zeitlin, & Long, 2009). Most of these child-rearing practices and their implications for children have either not been documented or have been refused dissemination by international publishing houses that may consider them as unusual, with no Euro-American worldview (Arnett, 2008; Pence & Marfo, 2008). In the end, African communities are always expected to continue learning “best practices” in the fi eld of ECD from the West, even if they have better experiences. As ECD professionals and practitioners begin celebrating the dawn of a new era for ECD, which started in 1989 with ratifi cation of the Convention on the Rights of the Child (CRC), the launch of Education for All (EFA) in 1990, and a series of other conferences and publications, ECD in Africa continues along an uncertain path. Concerns that the African child is being tailored to be a “global child,” alongside other homogenizing and dominating projections, such as early learning and development standards (ELDS), have increased (Pence & Nsamenang, 2008). African communities need to be assured that global standards and global indicators will not further homogenize nations and thereby risk devaluation of traditional African practices (Kagan, Britto, & Engle, 2005)en_US
dc.identifier.citationGodfrey Ejuu (2013) Rethinking Early Learning and Development Standards in the Ugandan Context, Childhood Education, 89:1, 3-8, DOI: 10.1080/00094056.2013.755105en_US
dc.identifier.other10.1080/00094056.2013.755105
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/9299
dc.language.isoenen_US
dc.publisherChildhood Educationen_US
dc.subjectEarly Learningen_US
dc.subjectDevelopment Standardsen_US
dc.subjectUgandan Contexten_US
dc.titleRethinking Early Learning and Development Standards in the Ugandan Contexten_US
dc.typeArticleen_US
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