INTRODUCTION

Early childhood education (ECE) is a branch of education theory which relates to the
teaching of young children (formally and informally) up until the age of about eight.
Infant/toddler education, a subset of early childhood education, denotes the
education of children from birth to age two. The significance at this level lies in the
importance early experiences in the development of a childs social, physical, mental and
emotional capacities, and in the role that early childhood education can play in preparing
children to adapt to the formal learning atmosphere of the basic school. In this assignment we
are not only going to talk about the definition of early childhood education but also the
philosophy and how it began.

According to Jean Piagets prominent work is his theory on the four stages of cognitive
development. He was one of the most influential researchers in the area of developmental
psychology in the 20th century whose primary interest was in biological influences on how
we come to know, and the developmental stages we move through as we acquire this ability
(Singer & Revenson, 1997, p. 13).
Piaget (1973) believed that the child plays an active role in the growth of intelligence and
learns by doing. He regarded the child as a philosopher who perceives the world only as he
has experienced it. Therefore, most of Piagets inspiration in cognitive and
intellectual development came from observations of children. In fact, Piaget observed and
studied his own three children through each stage of their cognitive development.
The theory of cognitive development focuses on mental processes such as perceiving,
remembering, believing, and reasoning. Reasoning is the essence of intelligence, and
reasoning is what Piaget studied in order to discover how we come to know (Singer &
Revenson, 1997, p. 13). Piaget believed that cognitive development is cumulative; that is,
understanding a new experience grows out of a previous learning experience.
Less known is Vygotsky's research on play, or children's games, as a psychological
phenomenon and its role in the child's development. Through play the child develops abstract
meaning separate from the objects in the world, which is a critical feature in the development
of higher mental functions. Vygotsky gives the famous example of a child
As children get older, their reliance on pivots such as sticks, dolls and other toys diminishes.
They have internalized these pivots as imagination and abstract concepts through which they
can understand the world. "The old adage that 'childrens play is imagination in action' can be
reversed: we can say that imagination in adolescents and schoolchildren is play without
action.

Vygotsky also referred to the development of social rules that form, for example, when
children play house and adopt the roles of different family members. Vygotsky cites an
example of two sisters playing being sisters. The rules of behavior between them that go
unnoticed in daily life are consciously acquired through play. As well as social rules, the child
acquires what we now refer to as self-regulation. For example, when a child stands at the
starting line of a running race, she may well desire to run immediately so as to reach the
finish line first, but her knowledge of the social rules surrounding the game and her desire to
enjoy the game enable her to regulate her initial impulse and wait for the start signal.
FACTORS INFLUENCING EARLY CHILDHOOD EDUCATION
The concept of ECD centers is still relatively new in Zambia and as such limited importance
is given to sending children to the ECD centers in their early years of life. There is
insufficient human resources and capacity to effectively coordinate early childhood programs.
The national ECD curriculum frameworks and policies are in a draft form. ECD is not yet
seen as a priority by many cooperating partners and therefore attracts limited resources. As
ECD as a program me does not belong to any one specific ministry, it is a challenge to
coordinate with relevant line ministries.
RISKS
Only a small number of Zambians are able to profit from education at this level. This is
because there are few pre schools. In addition, most of the pre-schools are found in urban
areas where the population is large enough to ensure their viability. There is also general lack
of infrastructure, curriculum, and materials for a holistic ECD initiative. Lack of early
childhood trained teachers is another risk to early childhood education in Zambia. Lack of
classrooms is another contributing factor.

POLICY
The ministry of education acknowledges the important role of early childhood education in
the multi-dimensional development of young children. Within the constraints of available
resources the ministry will encourage and facilitate the establishment of pre-school programs
that would reach out to all children, especially to those living in rural and poor urban areas.
The provision and funding of early childhood and pre-school education will be the
responsibility of councils, local communities, on-governmental organizations, private
individuals and families. The ministry of education will encourage the establishment of
programs that support all-round early childhood development; particularly those programs
intended for children living in rural and poor urban areas.

ROLES OF AN EARLY CHILDHOOD TEACHER

Early childhood teachers support learning by providing activities and materials that children
find engaging. By facilitating learning, supplying a developmentally appropriate
environment, interesting materials, and adequate time to explore, play, and interact, children
find learning easy and fun!
To nurture is to nourish. Nurturing a child encompasses all aspects of development: social,
emotional, cognitive, and physical. In every interaction, a teacher should nurture appropriate
growth and development.
Teachers must also take care to listen to a child
including interpreting words and actions. Listening carefully helps teachers determine a
child's needs and aids in furthering the child's development.
Teachers communicate with many people
throughout the day: parents, children, support staff, the general public, and administrators.
Early childhood teachers must be prepared to communicate with all of these people. You
should feel comfortable opening up, asking questions, seeking advice, and sharing your
experiences.
Paperwork, lesson planning, preparing materials and the environment, and negotiating require
teachers to have strong management skills. Managing a classroom requires organizational
skills, attention to detail, and commitment. There are many balls in the air and it is your job
is to keep them up and moving!

CONCLUSION
Early childhood education development refers to both non-formal and formal service
provision, which prepares children for entry into primary school education.lt, is considered a
developmental support for children aged 0 to 6 years. Therefore early child hood education
develops the child emotionally, psychologically, mentally and socially. Parents can also be
seen as a Childs first teacher and therefore an integral part of early learning process.

REFFERENCE
Ministry of Education (1996) Educating our Future
ZERP, Lusaka. Zambia.
Singer, D.C & Revenson, T.A (1997) A Paget Primer; How a Child thinks (Revised
Edition) Madison, Connecticut: International Universities
Press Inc.
Vygotskys Levy (1976)

Interaction between Learning and Development Cambridge,

Harvard University Press.

Carolyn Pope Edwards (1986) Promoting Social and moral Development in young
Children; Creative Approaches for the classroom Teachers
College Press.
Carolyn Pope Edwards (2010) Relationships in early learning International encyclopedia
Of education. England: Elsevier.

TABLE OF CONTENTS
ACKNOWLEDGEMENTS
INTRODUCTION

.1

PHYLOSOPHY OF EARLY CHILDHOOD....1

FACTORS INFLUENCING EARLY CHILDHOOD IN ZAMBIA.....2
RISK INDICATORS TO EARLY CHILDHOOD IN ZAMBIA..2
NATIONAL POLICY....2
ROLES OF AN EARLY CHILDHOOD TEACHER........................................3
CONCLUSION..3

ACKNOWLEDGEMENT
First and foremost l would like to thank the Almighty God for giving me strength ,wisdom
and understanding throughout this assignment appreciate my friend Lorraine Sayifwanda for
helping me with books such as Child Development and Educating our Future. Special thanks
goes to my caring and beloved husband for the encouragements and support throughout the
research, not forgetting my lovely son Joshua for allowing me do this work without any
disturbances.