000			02161nab a2200241 a 4500
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003			accs
005			20150728084326.0
008			100413s2009 nyu o 000 0 eng d
040			_aBCACCS
100	1		_aSoudée, Alicia Ranck _91337
245	1	0	_aIncorporating Indigenous knowledge and practice into ECCE _ba comparison of programs in The Gambia, Senegal and Mali / _cAlicia Ranck Soudee. _h[electronic resource] :
260			_a[New York : _bTeachers College, Columbia University], _c2009.
300			_a1 online resource (p. 15-23) : _cdigital, PDF file.
520	3		_aEarly Childhood Development (ECD) has emerged as a theme in international and African dialogue on education in recent years. UNESCO's Division of Basic Education Early Childhood promotes an integrated approach to Early Childhood Care and Education (ECCE) policy development and review. The study examines how this is implemented in three West African countries, with similar cultural groups in their diverse populations: The Gambia, Mali and Senegal. In The Gambia there is thus far a proposal on how indigenous knowledge should be included in early childhood programs. The clos d'enfants [children's groups], in Mali demonstrates similar ideas through an international partnership with a local initiative program, developed in Bamako using mothers, local materials and toys made by the participants. Senegal's program combining local traditions and European pedagogical philosophies, the case des tout-petits [children's huts], came from the President. Analysis of these three cases suggests that these programs and proposals may be a springboard for UNESCO and partners to further develop ECCE with indigenous knowledge and practice in Africa.
650		0	_aEarly childhood education _zAfrica. _91338
650		0	_aEarly childhood education _xStudy and teaching _zAfrica. _91339
650		0	_aEarly childhood education _xCurricula _zAfrica. _91340
650		7	_aChild development _zAfrica. _2sears _91341
773	0		_tCurrent Issues in Comparative Education _gVol. 11 (2009), p. 15-23
856			_uhttp://files.eric.ed.gov/fulltext/EJ847156.pdf _zFull text
942			_2z _cARTICLE
999			_c938 _d938