The World Bank has published Investing in Young Children: An Early Childhood Development Guide for Policy Dialogue and Project Preparation. It was developed in response to a growing demand for advice and guidance on how to facilitate policy dialogue around ECD and guide choices on the best ECD investments.

The publication states, “Development in early childhood development is a multi-dimensional process on which progress in one domain often acts as a catalyst for progress in other domains. Conversely, delays in one area of development can trigger delays in other areas as well. For example, poor nutrition in the early years not only leads to poor physical growth, but is also highly predictive of delayed cognitive development and low academic achievement … Lack of adult attention and stimulation in the early years not only leads to poor socio-emotional and cognitive development, but also is linked to poor health and physical growth.”

Because of early childhood development’s multi-dimensional character, advocacy and policy dialogue must speak effectively and convincingly across a range of government ministries and departments, not just the ministries of education and social development. This document provides the evidence, tools and other support for successfully and effectively advocating for national investments at all levels of government in early childhood development.

 The Guide is presented in a series of short notes around certain thematic issues such as:

• A conceptual framework for ECD including domains of child development and the critical times for specific interventions in the young child’s life.
• Policy dialogue in investing in ECD around three questions: (i) why invest in ECD? (ii) Are ECD investments cost effective? (iii) Are ECD investments worthwhile compared to other areas of investment?
• Assessing needs, measuring outcomes and establishing policy frameworks. Information is provided on the indicators, tools and instruments necessary to conduct ECD situation analyses and to monitor impact.
• Strategic entry points for ECD interventions are identified and discussed, including (i) centre-based ECD programmes focussing on school readiness; (ii) home-based ECD programmes for behaviour change in health, nutrition and parenting; (iii) communications campaigns targeting families with young children; and (iv) conditional cash transfers for families with young children.
• Costing and financing of ECD programmes, looking specifically at (i) the types of costs that should be taken into consideration, and (ii) options for financial sources and financing mechanisms.

More specifically, the guide provides information to aid in the formulation of arguments for investment in ECD from the following perspectives.

The economic argument for dialogue with Ministers of Finance, Planning and Social Affairs emphasises the evidence that delays in development in the pre-primary years are likely to have long-lasting and costly consequences for families and society as a whole. There is also a positive emphasis on benefits of investing in the early years for children’s nutrition, cognitive development, socio-emotional and physical development. Finally, the guide draws on evidence that shows that ECD investments have a positive impact on older girls’ and women’s education and participation in the labour force.

The survival and health argument for dialogue with Health Ministers focuses on the fact that poor investments on maternal, infant and child health results in high mortality/morbidity due to preventable causes. Moreover, poor health and inadequate nutrition in early childhood (starting while the mother is pregnant) often leads to long-term health and development issues. The importance of investing in strong nutritional support from pre-birth until the age of 2 is stressed, given that poor nutrition in these crucial years can lead to irreversible developmental stunting and delays.

The school readiness and school achievement arguments for dialogue with Education and Social Development Ministries emphasises the link between children who do not receive early education and stimulation and lack of preparedness for learning in primary school. On the positive side, it stresses the benefits of school readiness, school achievement and school completion.

WEB LINKS FOR THIS ARTICLE

World Bank guide for ECD policy dialogue