Practical and best sun protection measures for babies, toddlers and young children in home-based and centres.
Always use sun protection measures during peak UVR times between September and April, especially between 10am and 4pm (or Terms 1 & 4 in early childhood services).
During the winter months and outside of these hours sunhats and ot
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This paper gives a narrative of the emergence of early childhood education in Bangladesh, a country with 156.6 million people. Reference is made to the NZ Te Whāriki and Australia’s Early Years Learning Framework for Australia.
FULL REFERENCE: Parveen, R. & Bone, J. (2017). Developing curriculum for the early years: A perspective from Bangladesh. NZ International Research in Early Childhood Education Journal, 20(1), 34-45.
Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.
ABSTRACT: In Bangladesh significant progress has happened in the field of early year’s education through both government and private initiatives. Pre-school education occurs through informal classes in government primary schools, in English-medium kindergartens and in Non-Government Organisations (NGO). Bangladesh has developed its first pre-primary curriculum and the government of Bangladesh approved the curriculum document named ‘Pre-primary Curriculum’ in 2011. This article will present an overview of the early childhood curriculum developed in Bangladesh and discuss the influences at work during the curriculum development process from the perspective of one of the first authors – a Bangladeshi woman studying for a higher degree in Australia. The early childhood curriculum had to be acceptable for a large and diverse population. The narrative of the emergence of early childhood education in Bangladesh, a country with a population of 156.6 million, is presented, and reference is made to the New Zealand curriculum, Te Whāriki, and the Early Years Learning Framework for Australia, Being Belonging and Becoming. Finally the article presents insights about curriculum development in the Bangladeshi context.
Key words: Curriculum; pre-primary education; early childhood; diversity.
INTRODUCTION
Bangladesh developed its first pre-primary curriculum in 2011 and the government of Bangladesh approved the curriculum document named the ‘Pre-primary Curriculum’ (National Curriculum and Textbook Board [NCTB], 2011). This article will firstly present an overview of the field of early childhood education developed in Bangladesh and the second section will discuss the influences at work during the curriculum development process for pre-primary education in Bangladesh. The article has a focus on education provision for children aged five years and under. In Bangladesh this is called pre-primary education. Significant progress has occurred in the last few years regarding early childhood services in Bangladesh. Pre-school education occurred through informal infant classes in government primary schools, in English-medium kindergartens and in Non-Government Organisation (NGO) run non-formal schools. The goal of curriculum development for young children reflects the growing importance of early childhood education in Bangladesh.
The predicament has exposed a potential problem for an unknown number of early childhood centres (including kindergartens and care and education services, as well as Playcentres) around the country.
Anyone thinking about getting a job in ECE working in ECE or thinking about moving to a different service will find clear, practical information in this article about pay rates, employment conditions, and what to expect in different roles. It explains everything from starting salaries and pay‑step calculations to workplace rights, benefits, and how to recognise a supportive, professional environment.
It’s becoming common for early childhood services to place teaching staff on casual or fixed‑term contracts – when the role is ongoing and really should be permanent.
Since the government changed pay‑parity rules to exclude all non‑permanent teaching staff, we’re hearing from teachers that some employers are now using casual and fixed‑term contracts to avoid paying qualified and certificated teachers the pay‑parity rates they receive funding for. This can mean lost income, fewer rights, and less job protection for teachers who should legally be permanent.
It’s more important than ever to understand your rights and know what type of employment you actually have – not just what your contract says.
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If this is happening to you or to a colleague, it matters. You need to know your rights and be certain about the type of employment you actually have.
Government Early Childhood Taskforce Report. June 14, 2011. When it comes to being something that the early childhood sector could get excited about and see
The Staff and Teacher Survey for licensed early childhood services What do staff at your centre or home-based service really think about their job, and
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