Early Childhood Education Literature Review

Literature review

In simplistic terms, education has been defined as a process in which the acquisition of information, skills, philosophies, beliefs and human lifestyles is facilitated (Dewey, 1944). It takes place under the supervision of educators/teachers, but learners may also educate themselves. It can be either, or both, formal and informal.

However, early childhood education is an important aspect of general education. It relates to the training of young children both at home and school, until the age of around 8 years (Dewey, 1916). Infant and toddler education is a subset of early childhood education.

Initial childhood education enables children to enter and thrive in the elementary school classroom, decreasing the risk of mental

In fact, the United Nations has declared it a right for all humans (United Nations, 1948). It specifically declared that elementary/ fundamental education is the inalienable right of all human beings, irrespective of their country, place, beliefs, culture, or any other socially constructed status.

A number of challenges to the implementation and success of early childhood education have been identified, particularly in developing countries. These are gaps in the policy frameworks, socioeconomic factors, funding constraints, inadequate teaching and learning resources, and a high teacher-child ratio (Mckeown, 2002). However, animation technology offers some significant windows of opportunity in making educational learning easy, interesting, and stress-free for the

She postulated that a lack of understanding of the tie between education at all levels and sustainable economic growth is responsible for most educational challenges (Mckeown, 2002). The lack of importance placed on education results in the low placement of teaching as a priority for government planners. High awareness leads to high priority, adequate planning, policy, and financing. Consequently, Mckeown advised all stakeholders in education including, governments, community leadership, and parents to be aware of the connection between education and sustainable development, and subsequently put education at front burner, including use of ICT. The awareness of link of sustainable development with education will naturally allow issues of policy, funding, and access becomes a national priority, leading to better returns on social developments. Good use of computer animation technology as aids to teaching of difficult subjects and the special needs students is but a route to driving these sustainable developments of developing countries. Urgent need for the special integration of computer technology into early childhood education in a formal way is therefore canvassed for here. All developing countries should strive to develop meaningful roadmap to use of animation technology despite limited resources within their early education curriculums if