Educator Knowledge of Early Childhood Development : Evidence from Eastern Nepal

Early childhood is a crucial period for the cognitive, social, emotional, physical, and language development of children. Of the 200 million children who do not reach their developmental potential worldwide, 66 percent live in South Asia. This pape...

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Main Authors:	Buck, Lindsey, Fiala, Nathan, Prakash, Nishith, Sabarwal, Shwetlena, Saraswat, Deepak, Shrestha, Deepika
Format:	Working Paper
Language:	English
Published:	World Bank, Washington, DC 2020
Subjects:	TEACHER TRAINING EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD DEVELOPMENT EDUCATION QUALITY COGNITIVE SKILLS COGNITIVE DEVELOPMENT NON-COGNITIVE SKILLS
Online Access:	http://documents.worldbank.org/curated/en/607711599136172538/Educator-Knowledge-of-Early-Childhood-Development-Evidence-from-Eastern-Nepal http://hdl.handle.net/10986/34467

id	okr-10986-34467
recordtype	oai_dc
spelling	okr-10986-344672022-09-20T00:11:22Z Educator Knowledge of Early Childhood Development : Evidence from Eastern Nepal Buck, Lindsey Fiala, Nathan Prakash, Nishith Sabarwal, Shwetlena Saraswat, Deepak Shrestha, Deepika TEACHER TRAINING EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD DEVELOPMENT EDUCATION QUALITY COGNITIVE SKILLS COGNITIVE DEVELOPMENT NON-COGNITIVE SKILLS Early childhood is a crucial period for the cognitive, social, emotional, physical, and language development of children. Of the 200 million children who do not reach their developmental potential worldwide, 66 percent live in South Asia. This paper explores gaps in knowledge among educators in Eastern Nepal about the importance of early childhood. The results of a survey headteachers and teachers show that teachers often do not place enough weight on the importance of behaviors that contribute to the growth and development of children in early childhood. There are also large gaps in teachers' understanding and practice of classroom accommodations for children with disabilities. The paper illustrates that educators, who play a large role in children~^!!^s lives during early years, may be uninformed about the importance of early childhood development. The paper provides policy recommendations that can help policymakers target areas that lack understanding and improve early childhood development education and understanding among educators. 2020-09-17T17:07:09Z 2020-09-17T17:07:09Z 2020-09 Working Paper http://documents.worldbank.org/curated/en/607711599136172538/Educator-Knowledge-of-Early-Childhood-Development-Evidence-from-Eastern-Nepal http://hdl.handle.net/10986/34467 English Policy Research Working Paper;No. 9381 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper South Asia Nepal
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	TEACHER TRAINING EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD DEVELOPMENT EDUCATION QUALITY COGNITIVE SKILLS COGNITIVE DEVELOPMENT NON-COGNITIVE SKILLS
spellingShingle	TEACHER TRAINING EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD DEVELOPMENT EDUCATION QUALITY COGNITIVE SKILLS COGNITIVE DEVELOPMENT NON-COGNITIVE SKILLS Buck, Lindsey Fiala, Nathan Prakash, Nishith Sabarwal, Shwetlena Saraswat, Deepak Shrestha, Deepika Educator Knowledge of Early Childhood Development : Evidence from Eastern Nepal
geographic_facet	South Asia Nepal
relation	Policy Research Working Paper;No. 9381
description	Early childhood is a crucial period for the cognitive, social, emotional, physical, and language development of children. Of the 200 million children who do not reach their developmental potential worldwide, 66 percent live in South Asia. This paper explores gaps in knowledge among educators in Eastern Nepal about the importance of early childhood. The results of a survey headteachers and teachers show that teachers often do not place enough weight on the importance of behaviors that contribute to the growth and development of children in early childhood. There are also large gaps in teachers' understanding and practice of classroom accommodations for children with disabilities. The paper illustrates that educators, who play a large role in children~^!!^s lives during early years, may be uninformed about the importance of early childhood development. The paper provides policy recommendations that can help policymakers target areas that lack understanding and improve early childhood development education and understanding among educators.
format	Working Paper
author	Buck, Lindsey Fiala, Nathan Prakash, Nishith Sabarwal, Shwetlena Saraswat, Deepak Shrestha, Deepika
author_facet	Buck, Lindsey Fiala, Nathan Prakash, Nishith Sabarwal, Shwetlena Saraswat, Deepak Shrestha, Deepika
author_sort	Buck, Lindsey
title	Educator Knowledge of Early Childhood Development : Evidence from Eastern Nepal
title_short	Educator Knowledge of Early Childhood Development : Evidence from Eastern Nepal
title_full	Educator Knowledge of Early Childhood Development : Evidence from Eastern Nepal
title_fullStr	Educator Knowledge of Early Childhood Development : Evidence from Eastern Nepal
title_full_unstemmed	Educator Knowledge of Early Childhood Development : Evidence from Eastern Nepal
title_sort	educator knowledge of early childhood development : evidence from eastern nepal
publisher	World Bank, Washington, DC
publishDate	2020
url	http://documents.worldbank.org/curated/en/607711599136172538/Educator-Knowledge-of-Early-Childhood-Development-Evidence-from-Eastern-Nepal http://hdl.handle.net/10986/34467
_version_	1764480961283620864

Educator Knowledge of Early Childhood Development : Evidence from Eastern Nepal

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