Social Policy Intervention in Education - Case Study Example

CRITICAL CASE STUDY REPORT OF SELECTED SOCIAL POLICY INTERVENTION IN EDUCATION Introduction Early childhood is a concept that highlights issues and factors that are characteristic of the early years of a child’s growth and development. In the life of an individual, one is a child, becomes a youth, a young man and then grows old and dies. In these different stages, one often exhibits different characteristics as he or she grows. The process of early childhood education is a division of educational theory that is associated to teachings about young children, mostly those of up to around eight years. Infant education is a branch of early childhood education (Kehily 2009, p. 23), denoting the education and learning of children from the time of birth to about two years of age. In the recent times, early childhood has risen to become an important part of the public policy issues. One of the issues that have been a central point of discussion among policy experts concerns quality and equity, as well as increasing capacity for early childhood education. Whether at the state, municipal or federal level, funding for pre-kindergarten and preschools has been an area of great interest among educational policy experts (Jones & Welch 2010, p 76). It is believed that the kind of education that a child is exposed to its childhood is critical towards its cognitive growth and development (Cunningham 2006, p. 41; Children’s Society, 2009, p. 61). The government has been allocating high amounts of budgetary allocation in order to increase the effectiveness and success of early childhood education. This paper examines the concept of quality and equity policy as an important factor that is aimed at increasing the efficiency and effectiveness early childhood education. The scope of quality and equity policy in early childhood learning  Currently the significance early years to the lives of children is something that is far beyond any question. The best way to have a good foundation in life is through proper and quality education that addresses all the major milestones that happen in the life of an individual. A good foundation plays a big role in shaping the future and not just in having good times during growth as a child (Blundell 2012, p. 21; Bartlett & Burton 2012, p. 53). This thinking has led a lot of discussions into some of the best ways of creating and achieving quality in early childhood education. Despite this important recognition that has been generated from it, practice and policy issues in early childhood education and care, many countries across the world still do not have a sharp focus and integration of these issues (Honwara & De Boeck 2005, p. 65). This divide existing between action and knowledge has been the biggest talking point as far as early childhood education is concerned. Therefore, if policy experts would realize that the discipline has become highly fragmented, disjointed as well as lacking an effective research integration then issues of quality and equity would be a thing of the past. The government has been instrumental influencing the success of early childhood education through various policies and legislations. Some of the legislations have seen the development of such systems as Long Day care, abbreviated as LDC, where, children are often given part-time or long day benefits, for those from birth up to around 6 years (Jones, P., 2009, p. 34; Jones et al 2008, p. 103). The care for these children is given in a building that offers a conducive learning and caring environment for children. During the learning process, the children are put into groups depending on their age and operate from seven in the morning to about six in the evening after which they are picked by their parents or caregivers at home. Additionally, there is also the family day care system, abbreviated as FDC, where a professional carer gives services to other people’s children from the comfort of their homes (Kelly 2009, p. 55; Ansell 2005, p. 42). This system is often part of the coordinated home-based scheme, which is given to children that do not exceed six years from birth. This approach is part of the wider scheme by educational policy experts to ensure that all children can achieve quality education. It is important to recognize that the United Nations has acknowledged education as one of the fundamental basic human rights that every person should be entitled to (Shields 2013, p. 67; Race 2011, p. 34). The process of introducing home-based care is aimed at ensuring that people that cannot get their children to educational centres for one reason or another can still help their children acquire education irrespective of the underlying challenges. Effectiveness of the policy The policy of education for all children or equity has been very effective in the past because of the cooperation that is being experienced among all the players. Many parents can afford to take their children in early learning centers in order to get education (Jenks 2005, p. 28; James & James 2012, p. 61). Some of the activities like having mobile family day cares have played a big role in ensuring that all children irrespective of their geographical position can still manage to learn. This policy has led to an increase in the capacity of early childhood centres to accommodate many children and provide quality education. In this development, equity in education, especially in childhood learning has been effectively achieved. It is the duty of every parent therefore to make sure that all children in the family are given the right to quality education. Additionally, most of the early childhood centres that are owned and managed by the government have been able to recruit able and qualified teachers and psychology experts that can guide children in their cognitive and physical development. Through this process, parents have been given quality advice concerning the process of effective child upbringing (Ball, Maguire & Macrae 2000, p. 83). In fact, all people know that according to the constitution it is illegal for any child to miss an opportunity to go to school for one reason or other. Parents that are found in violation of this important constitutional obligation stand to be prosecuted in the court of law. The policy has also outlined several other ways of enhancing the quality of education in early childhood centres and home-based education. For instance, constant evaluation and assessment is important in the process ensuring that the goals and objectives set are being achieved in the best way possible. Teachers have been trained on ways of evaluating and assessing the learning process in children, in a way that encourages their motivation towards the learning process. Early childhood education, unlike education for older persons needs a lot of understanding about child psychology in order to enhance their motivation towards the learning process. For this reason, training of teachers that handle this age group needs to focus a lot on child psychology as well as cognitive growth and development (Scriven & Garman 2007, p. 76; Robinson, & Jones Diaz 2006, p. 127). Conclusion In conclusion, early childhood education is a very significant step as far as growth and development of an individual is concerned. The need for increase in literacy levels has pushed many countries in the world to take education as an important activity through which they can influence the achievement of this important goal. In the United Kingdom (Jones 2003, p. 81; Isaacs et al, 2014, p. 78), US and other developed countries, the government has improved the quality of the education process through various policies and legislations. The policy on quality and equity in early childhood education has been helpful towards development of various approaches through which all children can get quality and affordable education. Through the different ways outlines above, parents have no reason of denying their children the right to education. This policy has also ensured that education canters area available in all places in the country, which means that the question of equity has been effectively bridged (Pratt-Adams, Maguire & Burn 2010, p. 67-8). Bibliography Ansell, N., 2005, Children, Youth and Development. Routledge, London Ball, S., Maguire, M. & Macrae, S., 2000. Choice, Pathways and Transitions: new youth, new economies in the global city. Routledge, London. Bartlett, S. & Burton, D., 2012. An Introduction to Education Studies, Sage, London. Blundell, D., 2012. Education and Constructions of Childhood, Continuum, London. Children’s Society, 2009. A Good Childhood. Penguin, London. Cunningham, H., 2006. The Invention of Childhood. BBC Books, London. Honwara, A. & De Boeck, F. 2005. Makers and Breakers: children and Youth in Post-colonial Africa. James Currey, Oxford. Isaacs, S., Blundell, D., Foley, A., Ginsburg, N., McDonough, B., Silverstone, D. & Young, T., 2014. Social Problems in the UK: an introduction. 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