Investing in early childhood care and education yields lifelong benefits

Despite this, global access to early childhood education remains highly unequal. While 89% of children in high-income countries benefit from early education, only 35% of children in low-income countries have the same opportunities.

These stark disparities were at the forefront of discussions at the recent International Congress on Brain Sciences, Early Childhood Care and Education (ECCE), hosted by UNESCO and the Babilou Family Foundation. Nearly 1,500 participants, including academics, experts, researchers, early childhood practitioners, and policy-makers from around the world, gathered to address the critical role of early childhood education in shaping future generations.

Ms Stefania Giannini, UNESCO’s Assistant Director-General for Education, opened the event by emphasizing the need for increased investment in early childhood care and education, both in policy and practice. “ECCE yields a 13% return through improved health, economic outcomes, and social cohesion,” she noted, emphasizing the ripple effects of early interventions on broader societal well-being.

Giannini also referenced the Tashkent Declaration, adopted at the 2022 UNESCO World Conference on ECCE, calling on governments to allocate at least 10% of their education budgets to ECCE. She stressed that this is a crucial step toward closing the global gap in early learning access, and underscored the collective effort needed to ensure equitable opportunities for all children.

Mr Christophe Fond, Chief Executive Officer of Babilou Family & Babilou Family Foundation, stressed  that early childhood education is the bedrock upon which societies are built. Fond emphasized the often-overlooked complexity of the role of ECCE educators, stating, "Entrusting our children to ECCE teachers is a significant responsibility, yet we often fail to recognize their contributions" He called on governments to prioritize both neuroscience and sustainable education, asserting that the first 1,000 days of a child’s life are crucial for fostering the kind of relationships that enable children to thrive.

H.E. Mr Sharifxodjayev Usman Ulfatovich, First Deputy Minister of Preschool and School Education of the Republic of Uzbekistan, detailed his country’s strides in expanding ECCE. "In 2017, only 27% of children in Uzbekistan had access to ECCE. Today, 75% of our children are enrolled in preschool education" he reported, expressing optimism about achieving 100% enrollment. He called on other nations to fulfill the goals of the Tashkent Declaration.

Mr Sunny Varkey, UNESCO Goodwill Ambassador and founder of the Varkey Foundation, reinforced in a video message to the conference, the importance of early childhood education as a tool for creating equitable societies. He emphasized that what occurs in the first six years of life is a public health issue and should be treated as such, stressing that “Whatever the question, education is the answer”.

During the event, the ethos of building a strong foundation was stressed, as it establishes the basis for lifelong learning. Nobel Laureate Prof. James Heckman laid out a comprehensive argument for early childhood interventions, demonstrating how investing in early childhood development not only enhances children’s cognitive and emotional skills but also reduces crime, boosts employment, and fosters overall societal well-being.

“Soft skills, now measurable, are strong indicators of future well-being,” Heckman explained, underscoring that early interventions contribute to societal flourishing beyond individual success. He urged governments and stakeholders to view early education as the foundation for all future learning, not just as an isolated stage in a child’s development.

The Congress featured three roundtable discussions exploring critical themes to bridge the gap between research findings and the potential impact on strengthening early childhood care and education policies globally:

• Understanding how young children think and learn led by Prof. Ghislaine Dehaene-Lambertz; 
• Reducing inequalities in development and learning, led by Dr. Gregoire Borst; and 
• Developing socio-emotional skills with the emphasis on the importance of executive functions, led by Prof. Adele Diamond. 

From the United Arab Emirates, Ms Fatima Nasser Al Melhi, Acting Director of the Special Projects Department from Abu Dhabi Early Childhood Authority, emphasized the importance of linking research with real-life applications and engaging parents through simplified approaches, noting upcoming home-visiting programs to support brain development. 

From Morocco, Mr Aziz Kaichouh, Secretary General of the Higher Council for Education and Vice President of the Moroccan Foundation for Pre-School, highlighted the need to revise pedagogy, training, and play-focused initiatives based on research insights. 

Meanwhile, from Cambodia, H.E. Dr Prak Kosal, Deputy Secretary General of ECCD and the Director of the Early Childhood Education Department of the Ministry of Education, Youth and Sport, stressed the importance of securing funding and revising the legal framework for ECCE.

From El Salvador, Ms Alexandra Posada, Chief of Early Childhood at the Office of the First Lady of El Salvador and President of the Board of the Crecer Juntos Institute, expressed confidence in the country’s current trajectory, emphasizing a collective national approach to ECCE goals. 

Babilou Family Foundation’s co-president, Sridevi Raghavan, called for stronger engagement between parents and professionals, particularly in investing in educators’ mental health. The session underscored the importance of integrating research into practice, with participants advocating for more collaboration between researchers and practitioners to ensure evidence-based policies are effectively implemented, particularly in low-income regions.

The International Congress on Brain Sciences, Early Childhood Care and Education concluded with a resounding call to action: The future of global education depends on the prioritization of early childhood development. Whether through governmental policies, family engagement, or the professionalization of ECCE educators, early investments yield exponential returns for both individuals and society as a whole.

As summarized by UNESCO’s Assistant Director-General for Education, Stefania Giannini: 

“Advancements in cognitive and brain science provide us with the knowledge we need to make informed decisions in ECCE policy-making.”

With governments, educators, and the global community committed to expanding access and improving quality in ECCE, the stage is set for a future where no child is left behind.