A pedagogic approach that transitions away from a focus on narrowly defined academic achievement, generally tied to IQ, to one that incorporates a broader view of the competencies that all children must develop for childhood flourishing and long-term adult success. It includes early learning skills, self-regulation, social-emotional development, and physical well-being and motor development.
Published in Chapter:
The Case for Inclusive Innovations in Early Childhood Education and Care: Whole Child, Whole Family, Whole School, and Whole Community Solutions
Isabelle C. Hau (Impact Funder, USA)
Copyright: © 2022
|Pages: 37
DOI: 10.4018/978-1-7998-8649-5.ch001
Abstract
The chapter starts with why inclusive innovations in early childhood education and care (ECEC) are needed before turning to the how. The early years have been massively under-funded and under-innovated for years in the U.S. The chapter outlines key ECEC innovations and trends across (1) whole child (innovations fostering early learning skills, self-regulation, social and emotional development, and physical well-being), (2) whole family (innovations in family engagement, family economic mobility, and family well-being), (3) whole school (innovations to support and empower teachers), and (4) whole community (innovations fostering cradle-to-career approaches, increasing kinship, and rethinking city design to optimize for young children's learning). The chapter also highlights the gaps where more innovations are needed.