Name: Joseph Bernard C.
Ramos Course/Year: BTLEd-1
Child
UNESCO Early childhood, defined as the period from
birth to eight years old, is a time of remarkable
growth with brain development at its peak.
During this stage, children are highly influenced
by the environment and the people that
surround them.
Early childhood care and education (ECCE) is
more than preparation for primary school. It
aims at the holistic development of a child’s
social, emotional, cognitive and physical needs
in order to build a solid and broad foundation
for lifelong learning and wellbeing. ECCE has
the possibility to nurture caring, capable and
responsible future citizens.
In this way ECCE is one of the best investments
a country can make to promote human
resource development, gender equality and
social cohesion, and to reduce the costs for
later remedial programs. For disadvantaged
children, ECCE plays an important role in
compensating for the disadvantages in the
family and combating educational inequalities.
UNESCO’s approach is reinforced in the
Education 2030 agenda and in particular in
target 4.2 of Sustainable Development Goal 4
which aims to ‘By 2030, ensure that all girls and
boys have access to quality early childhood
development, care and pre-primary education
so that they are ready for primary education.’
UNICEF All children have the right to go to school and
learn, regardless of who they are, where they
live or how much money their family has.
Quality learning requires a safe, friendly
environment, qualified and motivated teachers,
and instruction in languages students can
understand. It also requires that learning
outcomes be monitored and feed back into
instruction. In 144 countries around the world,
UNICEF works to provide learning opportunities
that prepare children with the knowledge and
skills they need to thrive. The following are 4
areas UNICEF are working:
Access. Gender-equitable access to quality
education from early childhood to adolescence,
including for children with disabilities,
marginalized children and those living in
humanitarian and emergency settings.
Learning and skills. Quality learning outcomes
and skills development that come from strong
Adolescent
UNESCO made a training package called
Adolescence Education that is meant to serve
as a practical resource guide, primarily for
teachers and secondarily for trainers,
guidance counsellors and youth workers,
who are engaged in teaching, training and
communicating family life education concepts
to adolescents. More specifically, this
package is aimed at strengthening their
professional skills in: i) assisting young
people acquire the knowledge, skills and
values which will prepare them for the
responsibilities of adult life, marriage,
parenthood and participation in the life of
the community, and thus contributing to
healthy and satisfying lives; ii) contributing
to the development of the individual so as to
promote happiness and responsible behavior;
iii) helping young people to understand
their feelings and beliefs and to cope with the
physical, emotional and social changes which
are part of growing up, enabling them to
recognize what is important and to behave in
a way which is caring and responsible; iv)
helping young people learn how to
communicate effectively with others and to
make wise decisions about all matters
connected with family life, personal
relationships, and membership in the
community.
UNICEF takes a life-course approach to
adolescent growth and engagement, from the
first decade to the second, recognizing
important challenges and opportunities that
have consequences for the realization of
children's rights.
UNICEF takes a life-course approach to
adolescent development and participation,
identifying critical risks and opportunities that
have implications for the realization of
children’s rights, from the first decade through
the second.
UNICEF address gaps in data to build evidence
that drives action where it is most needed.
With Governments and other partners, UNICEF
works to strengthen health care, education and
protection systems to ensure critical supplies
and services reach the last mile, even in
emergencies.
UNICEF advocate for adolescents’ rights at the
 education systems and innovative solutions. national level, while locally engaging families
Emergencies and fragile contexts. Improved and communities – often through programs
learning and protection for children in that change behaviors and social norms.
emergencies and on the move. To keep adolescents safe and supported,
The lesson of the learning crisis is clear. UNICEF works to prevent and respond to
Business as usual is not improving learning violence within families, among peers, in
outcomes. A new, more radical approach that schools and online. We also tackle the growing
focuses on enhancing learning is long overdue risks adolescents face in humanitarian settings,
and forms the basis of UNICEF’s global promote adolescent-friendly justice systems,
education strategy.  and address harmful practices like child
To build a world in which every child learns, marriage and female genital mutilation.
UNICEF will increasingly promote equity and To expand opportunities for adolescents to
inclusion. This includes making targeted efforts participate meaningfully in their communities
for children who are excluded on the basis of and the political processes that affect them,
gender, disability, poverty, ethnicity and UNICEF empowers them to actively engage and
language, as well as those who are displaced or voice their views and opinions. We also work
affected by emergencies. with partners, including youth organizations, to
change the social norms that stand in the way,
and develop platforms for adolescents to share
their experiences and propose solutions.
WHO Early childhood development (ECD) Despite being thought of as a healthy stage of
encompasses physical, socio emotional, life, there is significant death, illness and injury
cognitive and motor development between 0-8 in the adolescent years. Much of this is
years of age. Neuro-scientific evidence is preventable or treatable. During this phase,
rapidly evolving and in 2016, updated evidence adolescents establish patterns of behavior – for
became available on the burden of children at instance, related to diet, physical activity,
risk of sub-optimal development, effective substance use, and sexual activity – that can
interventions, affordability of their delivery, and protect their health and the health of others
the cost of inaction. around them, or put their health at risk now
The early years are critical, because this is the and in the future.
period in life when the brain develops most WHO issues evidence-based recommendations
rapidly and has a high capacity for change, and that are relevant for – or specific to –
the foundation is laid for health and wellbeing adolescents across the full range of health
throughout life. Nurturing care – defined as areas including: positive development,
care that is provided in a stable environment, communicable diseases, non-communicable
that is sensitive to children’s health and diseases, sexual and reproductive health
nutritional needs, with protection from threats, including HIV, unintentional injury, violence,
opportunities for early learning, and and mental health, substance abuse and self-
interactions that are responsive, emotionally harm.
supportive and developmentally stimulating – is To support the implementation of these
at the heart of children’s potential to develop. recommendations, World Health Organization
ECD is a priority area of work for WHO, as it is a produces a range of policy and program
window of opportunity to improve health and support tools. At the heart is the Global
equity. A continuum of care – from Accelerated Action for the Health of
preconception through the formative early Adolescents (AA-HA!), which guides national-
years – is needed to safeguard and maximize level policy-makers and program managers on
children’s developmental outcomes. The health how to plan, implement, monitor, and evaluate
sector has a key role to play. It has the potential adolescent health programs
to reach many families and children during
pregnancy, childbirth and early childhood, and
is poised to deliver effective interventions for
optimal development of young children.
 Child and Adolescent Learners

UNESCO UNICEF WHO

Children Adolescents Children Adolescents Children Adolescents
In order to create UNESCO has UNICEF aims to UNICEF takes a World Health WHO provides
a strong and developed a provide learning life-course Organization evidence-based
comprehensive training program opportunities in approach to promotes Early guidelines
framework for called 144 countries adolescent Childhood applicable to – or
lifelong learning Adolescence around the world growth and Development, a unique to –
and well-being, Education, which that will provide engagement, window of adolescents
UNESCO aims at is intended to children with the from the first opportunity to across the broad
the holistic serve as a awareness and decade to the improve health spectrum of
development of practical skills they need second, and equity. health areas
the social, resource guide, to succeed. recognizing including:
mental, cognitive specifically for important positive growth,
and physical teachers and, challenges and communicable
needs of a child. secondly, for opportunities diseases, non-
coaches, that have communicable
counselors and consequences for diseases, sexual
youth workers the realization of and reproductive
involved in children's rights. health including
teaching, training HIV, accidental
and the injury, aggression
communication and mental
of principles of wellbeing, drug
family life abuse and self-
education to harm.
teenagers.

References:

Adolescent development and participation. (n.d.). Retrieved September 14, 2020, from
https://www.unicef.org/adolescence

Adolescence education. (1991). Bangkok: UNESCO, Principal Regional Office for Asia and the Pacific.

Adolescent health. (n.d.). Retrieved September 14, 2020, from https://www.who.int/health-topics/adolescent-

health

Early child development. (2020). Retrieved September 14, 2020, from https://www.who.int/topics/early-child-
development/en/

Early childhood care and education. (2017). Retrieved September 14, 2020, from https://en.unesco.org/themes/early-
childhood-care-and-education

Education. (n.d.). Retrieved September 14, 2020, from https://www.unicef.org/education