Weatherholt, T.

CIES presentation of Early Childhood Education landscape report for the Asia region under All Children Reading - Asia.

In an optimally efficient education system, all children enroll and complete the primary cycle in a one year to one grade ratio, acquiring basic reading, math and critical thinking skills along the way.

Executive functions are a cognitive skill set that underlie our goal-directed, planning, and problem solving behavior, and include the components of working memory, inhibitory control, and cognitive flexibility.

The purpose of this brief is to answer the question: What are the considerations for effective ECE programming in the Asia region? To answer, we focus on the quality and sustainability, including governance and financing, of ECE.

Assessment of learning and the quality of early learning environments is an important component of early childhood education. This brief outlines the existing early learning assessments of children and environments used in the Asia region, excluding diagnostic and screening assessments.

The quality of instruction in the classroom is key to children's learning and development. This brief looks at the dimensions of guided play, emergent literacy, emergent mathematics, and language of instruction on the quality of instruction.

Training opportunities and appropriate teacher curriculum are often insufficient, and effective regulatory frameworks for preparing, staffing, and monitoring ECE teachers are often lacking.

Governance and financing of early childhood education (ECE) are complex, involving multiple actors, levels, objectives, and approaches, from general expansion of education access to targeted coverage of the most underserved.

This report examines available evidence from the Asia region on the current state of ECE interventions, focusing on the 10 countries in the region3 that currently benefit from US Agency for International Development (USAID) education programming.

CIES 2018 Presentation, given by Tara Weatherholt. A current challenge in the equitable access to quality pre-primary education for young children is the current lack of relevant and reliable data on pre-primary education to inform improvement of the education sector in developing country contexts.