Early Childhood Development (ECD) is a critical phase that shapes a child’s future, influencing their health, productivity, and overall well-being. Recognizing this, global and regional commitments emphasize the need for equitable access to quality ECD services. In Ghana, Early Childhood Development is prioritized in national policies, aligning with international goals like the Sustainable Development Goals (SDGs). This article delves into the introduction to ECD, the policy context in Ghana, and the methods used in mapping ECD research outputs, highlighting how these elements contribute to better child outcomes.
Introduction to Early Childhood Development
Importance of Early Years
Early Childhood Development shapes a child’s future, influencing health, productivity, and well-being. Black et al. (2017) and Yoshikawa & Kabay (2015) highlight its role in lifelong outcomes. ECD fosters cognitive, social, emotional, linguistic, and physical growth in young children. Global and regional policies prioritize quality ECD access. The Sustainable Development Goals (SDGs) aim for equitable Early Childhood Development and early learning by 2030. Target 4.2 ensures quality care and pre-primary education to prepare children for primary school (United Nations, 2015).
Regional and Global Commitments
The Continental Education Strategy for Africa (CESA 2016–2025) views early childhood education as foundational for learning. It drives sustainable quality education in Africa (African Union, 2015). Yet, challenges persist. Black et al. (2017) note 250 million children under five in low- and middle-income countries risk developmental setbacks. Early Childhood Development lacks adequate funding, despite calls for 1% GDP investment (Putcha et al., 2016).
Research Gaps and Local Evidence
Systematic evidence analysis is crucial to understand ECD challenges and opportunities in Africa. The Nurturing Care Framework (2018) structures ECD research, defining it as an outcome (WHO & UNICEF, 2023). ECD includes six components: education, play, health, nutrition, responsive caregiving, and environment, safety, and protection. African scholars publish on Early Childhood Development, mainly health and nutrition (Iddrisu, 2023). Limited education and play research suggests gaps in local evidence. Such evidence informs policies and practices effectively.
Mapping Local Research
To capture local Early Childhood Development outputs, researchers expanded searches to national and regional databases in sub-Saharan Africa, excluding South Africa. They explored institutional websites, African Journals Online, and researcher profiles via surveys and engagements. Experts provided recommendations for missed outputs. Due to intensive efforts, mapping focused on Kenya, Tanzania, Uganda, and Ghana. This article examines Early Childhood Development in Ghana.
Ghana ECD Policy Context
National Policy Framework
Ghana prioritizes Early Childhood Development in its National Medium-term Development Policy Framework (2022-2025) and SDG 4 (National Development Planning Commission, 2021). The Early Childhood Care and Development (ECCD) Policy spans pregnancy to age eight. It emphasizes early learning, protection, health, nutrition, responsive caregiving, caregiver support, and family assistance. About 68% of children aged three to four develop on track in literacy, numeracy, physical, social, and emotional domains. Girls and urban children show higher rates (Ghana Statistical Service, 2019; UNICEF, 2020).
Challenges in Child Development
One in five Ghanaian children faces stunting in the first 1000 days due to poor nutrition, frequent illnesses, and unhealthy environments (UNICEF Ghana, n.d.). These factors hinder physical, social, and cognitive growth (Black et al., 2017). Brain development suffers, impacting early learning and school performance. In 2022, under-five mortality stood at 40 deaths per 1000 live births (Ghana Statistical Service & ICF, 2023). One in 11 children does not reach their fifth birthday.
Educational and Developmental Gaps
Despite improved school access, Early Childhood Development outcomes remain poor for children aged 0–8 years (Lim et al., 2023). Many lack literacy and numeracy skills, raising concerns for overall development (UNICEF Ghana, n.d.). These gaps affect long-term socio-economic progress.
Policy and Standards Development
Ghana’s government introduced the ECCD Policy in 2004 (Ministry of Women and Children’s Affairs, 2004). In 2018, ECCD Standards for birth to three years clarified developmental needs (Ministry of Gender, Children and Social Protection, 2018). These standards guide kindergarten support, promoting activity-based learning. Teachers must understand child development to meet policy goals. Cross-cutting research informs policymakers on initiative impacts and ECD challenges.
Methods in ECD Research Mapping
The methodology for mapping Early Childhood Development research outputs is detailed in a protocol (Williams et al., 2024). Searches included AJOL, institutional repositories, Google Scholar, unpublished literature databases, and websites of international charities and ECD intervention organizations. Participants in an online survey shared outputs, with additional ones identified via researcher profiles from surveys and in-country engagements. Most survey participants were from ESSA’s database, likely education researchers, potentially overrepresenting education outputs.
Included outputs: journal articles, working papers, PhD theses, books/chapters, and evaluation reports from universities, research institutions, think tanks, NGOs, aid agencies, government departments, and individuals. Appendix 2 lists sources and links.
ECD outputs met criteria: authored by at least one Ghanaian from a Ghana-based institution, from 2010–2022, addressing an ECD component (health, nutrition, environment/protection, education/early learning, responsive caregiving/parenting, play), focusing on children 0–8 years.
Using the Nurturing Care Framework, ECD components were identified and categorized, adding play and extending ‘early learning’ to ‘education’ for pre-primary (0–8) (Table 1). Focus was on 0–3 years, extended to 8 for ECD relevance, capturing ECE. Age range informed by frameworks (Table 1). Figure 1 depicts six ECD components guiding searches.
Keywords for each ECD component were used per protocols (Williams et al., 2024; Iddrisu et al., 2024; Mitchell & Rose, 2018). Examples: “early childhood development” OR “child growth” AND (year).
Outputs collated in spreadsheets for bibliometric analysis: topic, location, demographics (gender, disability, wealth, religion, ethnicity), funding, collaboration, affiliation, gender, contacts.
Quality ensured by including peer-reviewed outputs or those with rigorous methods. Comparative analysis for 2020–2022 between country-level and international databases (Scopus, Dimensions, Web of Science) used similar strategies, understanding recent ECD research and trends from 2010–2022.
While aiming to identify non-international outputs, some overlaps were removed for 2020–2022 to avoid duplication, with minimal impact expected for 2010–2019.
>> Source: Ghana country report