This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; M[subscript age] = 51.5; 49% girls). Results from random-effects and more conservative child-fixed effects models indicate that…

The association between five indicators of inequality (geo-ethnicity, height-for-age, socioeconomic status (SES), gender, and preschool participation) and child development was examined among 1498 3- to 5-year olds from the Khmer and Phnong ethnic groups in Cambodia. Children were directly assessed using the East Asia-Pacific Early Child…

This paper presents a new estimate that pre-primary school closures in 2020 may cost today's young children US$ 1.6 trillion in lost earnings over their lifetimes. However, most low-and-middle income countries are leaving pre-primary education out of their responses to COVID-19. This paper also draws lessons from accelerated, bridging, and…

Research Findings: This study examined the contributions of motor skills and executive function (EF) to early achievement. Participants were 7,797 children (3,889 girls) between 36 and 72 months of age from 6 countries in East Asia and the Pacific. Fine and gross motor skills, EF, language and literacy achievement, and mathematics achievement were…

This book demonstrates clear links between play and Australian education policy and framework documents, including the Early Years Learning Framework and National Quality Standards. It provides clear and in-depth coverage of essential theories, including good coverage of the Reggio Emilia approach and provides real life examples of professional…

The awareness and knowledge of developmental milestones among health practitioners need to be enhanced to better enable early identification and intervention with children who have delays in development, intellectual deficit, and developmental disabilities and are residents in low-and middle-income countries. To meet this end, a simple one-page…

This paper examines the educational and epistemological implications for early childhood practitioners who work in non-Western environments. Predominantly, early childhood knowledge is strongly driven by the metanarrative of child development, which can prove problematic for practitioners working in non-Western settings. Practitioners who draw…