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Investing in Young Children : An
 Early Childhood Development Guide for Policy Dialogue and
 Project PreparationInvesting in young children is the
 responsible thing to do. All children deserve a chance to
 grow into healthy, educated, and competent people, no matter
 where and when they were born. While parents bear most of
 the responsibility for raising their children, especially in
 the early years of life, governments also have an important
 role during this critical time of human capital
 accumulation. For example, governments can ensure that all
 expectant mothers and young children have access to quality
 health services and nutrition. They can support parents and
 other caregivers in providing a positive and stimulating
 environment for children from birth on by promoting
 parenting information programs, investing in direct services
 such as home-based visits, funding daycare centers and
 preschools, or providing financial incentives to access good
 quality programs for infants and children. This Early
 Childhood Development (ECD) guide presents lessons and
 experiences that have been useful in informing the policy
 debate about ECD interventions and the design of such
 programs across the world. Whether the user of this guide is
 at the initial stage of deciding whether to expand an ECD
 portfolio or already in the program design stage, the
 content offers a range of evidence- based options to inform
 policy and investment choices.
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Republic of Uzbekistan : Improving Early Childhood Care and EducationUzbekistan is a lower middle-income country of 29.5 million people, located in Central Asia, with an economy that has been growing by over 8 percent per annum since the mid-2000s. Given international evidence about the high returns that can be realized from investing in pre-primary education ranging from promoting children s school readiness to equalizing opportunities across the income distribution, policymakers are keen to explore ways to expand access and promote the provision of high-quality early childhood education. This report is divided into four sections. Section two presents an analytical framework for analyzing early childhood interventions. Section three conducts an in-depth analysis of Early Childhood Care and Education (or Pre-primary Education), or ECCE in Uzbekistan, with a focus on increasing access and equity, promoting quality, and ensuring adequate and effective financing. Section four makes some recommendations for expanding access to high-quality ECCE in Uzbekistan.
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Early Childhood Education and Development in Poor Villages of Indonesia : Strong Foundations, Later SuccessInfluenced by the condition of young
 children within its own country and by the pattern of
 international evidence about the value of Early Childhood
 Education and Development (ECED), the government of
 Indonesia has implemented policies and programs that
 prioritize the early years of children's lives. The
 first critical step was taken in 2001, when a new
 directorate dedicated to early childhood was established
 within the Ministry of Education and Culture. The second
 critical step was taken when early childhood education was
 included in a succession of key policy documents-the
 National Education System Law No. 20 in 2003 and the
 Ministry of Education and Culture's Strategic Plan
 (Rencana Strategis or Renstra) in 2004. ECED services are
 privately provided in multiple formats intended to cater to
 distinct age groups, and several different government
 ministries regulate the services. These arrangements
 underscore the continuing challenges in coordinating
 services and ensuring high quality across service providers.
 This book uses Indonesian data to answer five questions with
 significance for research, policy, and practice within and
 beyond Indonesia: (1) shat does global evidence tell us
 about the importance of ECED, and what policies and programs
 has Indonesia implemented to promote ECED?; (2) what is the
 pattern of development among young children in poor villages
 in Indonesia, and how is that development linked with their
 families' characteristics and the ECED services
 typically available to them?; (3) what were the processes
 and challenges of implementing a community-driven ECED
 project across 50 poor districts in Indonesia?; (4) what can
 be learned from the short-term results of a randomized
 evaluation of the project's impact on children s
 development?; and (5) what insights can be derived from this
 body of research to inform future policies and practices in
 Indonesia and beyond? With support from the World Bank and
 other development partners, the government has provided new
 early childhood services in 6,000 poor communities across 50
 districts in the country. The lessons from this experience
 are focused in this book.