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Box 35243, Dedan Kimathi Street, Lusaka, Lusaka Province, Zambia. Accepted 16 November, 2016  \n\n| ABSTRACT\u003Cbr>Early childhood education has received attention from philosophers, educationists and psycho-analysts such as Plato, Avicenna, Locke, Pestalozzi, Whitehead, Carl Jung, Binet, Piaget, Montessori, Sigmund Freund, Howard Gardner, among others. In Africa, the backdrop of poverty, Internally Displaced Persons (IDPs) in strife-torn countries, among other threats, have deprived many children of quality education. Some have missed valuable education because of poor and bad government leadership. Lack of good governance has impacted negatively on education delivery. The emergence of ICT has worsened the quality of education as many children have lost touch with the 3 Rs of reading, arithmetic, and writing skills. Many interventions are needed to support single mothers, latchkey children of busy working parents, among others. The cost of education is too burdensome for some families. Our local governments are weak on the ground to offer support. Differential learning is not possible in schools with untrained teachers, paucity of learning and instructional materials etc. Social interventions are needed to support vulnerable children to be in school and not to become street kids and potential social outcasts and misfits. We need to revive strong religious and moral education in schools to arrest social and moral decay. There is need to create sense of wonder, creativity, imagination, discovery, and activity in children by touching their hands, hearts, and minds through drama, art and crafts, story-telling, physical exercise, STEM education, action-research, thematic studies, units of discovery, excursions, and other multi-learning channels. Precocious and gifted children need challenging programmes. Autism and physically- , socially- and emotionally-challenged children need additional school support in inclusive education where no child is left behind. Local curricula need to be integrated and attention paid to issues of multiculturalism.\u003Cbr>Keywords: Inclusivity, diversity, creativity, 3Rs, interventions, innovation, micro-level, macro-level, physically-challenged, multiculturalism, moral education, latchkey children, differential learning, STEM education, enduring understanding and essential question, big picture, multidisciplinary approach, preschool education, special education, capacity building. |\n| --- |\n| Email: [kwesiattasakyi449@gmail.com. Tel:](kwesiattasakyi449@gmail.com. Tel:) +260 965413008. |\n\nINTRODUCTION  \nThe aim of this paper requires a generic approach as well as an eclectic and overarching approach. It touches on many delicate contemporary issues of early childhood education, particularly in Africa, and draws on examples from Ghana and Zambia. Having started teaching in Ghana in 1970 after having undergone a four year residential teacher training programme, the author shares insights from experience of teaching across the spectrum in government or public basic schools, private schools, an international elite school in Lusaka, and currently  \nlecturing in a tertiary institution with many professional, undergraduate and master’s programmes.  \nThe title of this paper could also have been reframed and recast as, Early Childhood Education- Pondering over the imponderable and intractable issues with particular reference to African experiences ’. The thesis of this paper is that there are weighty issues affecting early childhood education in Africa in particular and the world in general. In Africa, these issues are financial, administrative, governance-related, geographical, social,  \neconomic, religious, capacity-building–related, knowledge, and skills based, among others. Some issues have bee","cbCaiooFSEj4Zray","https://ap.wps.com/l/cbCaiooFSEj4Zray","pdf",130420,14,"English","# Abstract\n# Introduction\n## Contemporary issues and African experiences\n## Governance, resources, and service delivery\n## Teacher capacity and learning support","[{\"question\":\"What major challenges hinder early childhood education in Africa according to the paper?\",\"answer\":\"The paper highlights financial pressures, governance and administrative weaknesses, social and economic threats, limited capacity-building, and shortages in teacher knowledge and learning specialists. It also notes difficulties in implementing recommendations despite existing paperwork.\"},{\"question\":\"How does the paper view the impact of ICT on early childhood learning?\",\"answer\":\"ICT is described as worsening education quality because many children lose touch with the foundational 3Rs of reading, arithmetic, and writing skills. The paper implies a need for interventions to counter this decline.\"},{\"question\":\"Which interventions does the paper propose to support vulnerable children and improve learning outcomes?\",\"answer\":\"The paper calls for social and educational interventions to keep vulnerable children in school, including inclusive education for children with autism and physical, social, and emotional challenges. It also emphasizes teacher training, adequate learning materials, creative and activity-based learning methods, STEM education, and action research.\"}]","Early childhood education - Penetrating the impenetrable issues | PDF",1792070368,35]