Naudeau, SophieKataoka, NaokoValerio, AlexandriaNeuman, Michelle J.Elder, Leslie Kennedy2012-03-192012-03-192011978-0-8213-8526-5https://hdl.handle.net/10986/2525Investing 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.La Banque mondiale a rédigé ce guide du développement de la petite enfance (DPE) pour répondre à la demande croissante de conseil et d’appui des responsables de programmes en matière de dialogue politique sur le thème du DPE, et pour aider les clients à prendre et à mettre en œuvre des décisions pertinentes sur la meilleure manière d’investir dans le DPE dans le cadre de leur économie et de leurs priorités nationales. Ce guide comble un manque dans la littérature actuelle sur le sujet (1) en distillant l’information existante sous la forme de notes concises et faciles à utiliser ; (2) en fournissant une information pratique sur les dernières questions pertinentes relatives au DPE, telles que la mesure des résultats du développement des enfants grâce à l’identification et l’adaptation d’instruments efficaces, aux transferts monétaires conditionnels destinés aux familles de jeunes enfants, et autres ; et (3) en évaluant la qualité des derniers faits rapportés pour chaque sujet et en identifiant les lacunes en matière de connaissances pour lesquelles des expérimentations et évaluations complémentaires sont nécessaires. Ce guide comprend les sections suivantes : Introduction incluant (1) une définition du DPE ; (2) des éléments de contexte et de justification du DPE ; et (3) un cadre de travail conceptuel comprenant notamment un examen des différents domaines du développement de l’enfant et les moments de la petite enfance les plus propices à la mise en place d’interventions spécifiques ; Section 1 : Ouverture d’un dialogue politique sur l’investissement dans le DPE ; Section 2 : Évaluation des besoins, mesure des résultats et établissement de cadres des politiques ; Section 3 : Points d’entrée stratégiques pour l’investissement dans le DPE ; Section 4 : Évaluation des coûts et financement des programmes de DPE ; Annexe : Tableau résumé des programmes et évaluations.CC BY 3.0 IGOACADEMIC ACHIEVEMENTACCESS TO EDUCATIONACCESS TO HEALTH SERVICESADAPTATIONADDICTIONADEQUATE NUTRITIONADJUSTMENTADOLESCENT GIRLSADULT LIFEAGEDARITHMETICASSESSMENT INSTRUMENTSATTENTIONBEHAVIOR CHANGEBREASTFEEDINGCARDIOVASCULAR DISEASESCAREGIVERSCHILD CARECHILD DEVELOPMENTCHILD EDUCATIONCHILD GROWTHCHILD HEALTHCHILD MORTALITYCHILD RIGHTSCHILD SURVIVALCHILD WELFARECHILDHOOD DEVELOPMENT INTERVENTIONSCOGNITIVE ABILITYCOGNITIVE ACHIEVEMENTCOGNITIVE DEVELOPMENTCOGNITIVE OUTCOMESCOGNITIVE PROCESSESCOGNITIVE SKILLSCOHORT STUDIESCOMMUNITY HEALTHCOMPETENCECONVENTION ON THE RIGHTS OF THE CHILDCURIOSITYDAPDELINQUENCYDEVELOPMENTAL POTENTIALDEVELOPMENTAL PSYCHOLOGYDIABETESDIARRHEAL DISEASESDIPHTHERIADISADVANTAGED CHILDRENEARLY BRAIN DEVELOPMENTEARLY CHILD DEVELOPMENTEARLY CHILDHOODEARLY CHILDHOOD CAREEARLY CHILDHOOD DEVELOPMENTEARLY CHILDHOOD DEVELOPMENT PROGRAMSEARLY CHILDHOOD EDUCATIONEARLY CHILDHOOD ENVIRONMENT RATING SCALEEARLY CHILDHOOD INTERVENTIONEARLY EDUCATIONEARLY GRADESEARLY INTERVENTIONEARLY LEARNINGEARLY STIMULATIONEARLY YEARS OF LIFEECCDECCEECDECD PROGRAMSECERSEDUCATIONAL ATTAINMENTEDUCATIONAL OUTCOMESEDUCATIONAL PERFORMANCEEMOTIONAL DEVELOPMENTENROLLMENTENROLLMENT OF GIRLSENROLLMENT RATESENVIRONMENTAL FACTORSEPIDEMIOLOGYEXTENDED FAMILYFAMILIESFAMILY MEMBERSFINE MOTOR SKILLSFIRST GRADEFORMAL LEARNINGGIRLSGRADE RETENTIONHEALTH CAREHEALTH OUTCOMESHEALTH SERVICESHEALTHY GROWTHHOME VISITSHOUSEHOLD SURVEYSHUMAN DEVELOPMENTHYGIENEHYPERTENSIONIMAGINATIONIMMUNIZATIONINFANCYINFANT MORTALITYINFANTSINHIBITIONINSTRUCTIONINTERVENTIONINTERVENTIONSIODINE DEFICIENCYIRONJUVENILEKINDERGARTENKNOWLEDGE GAPSLANGUAGE DEVELOPMENTLEARNINGLEARNING ACHIEVEMENTLEARNING OPPORTUNITIESLEARNING OUTCOMESLEGAL STATUSLIFE CYCLELITERACYLOW BIRTH WEIGHTMALNUTRITIONMANAGEMENT INFORMATION SYSTEMMARIJUANAMEASLESMEMORYMENTAL DEVELOPMENTMENTAL HEALTHMENTAL HEALTH PROBLEMSMENTAL RETARDATIONMORBIDITYMORTALITYMOTIVATIONNAEYCNATIONAL EDUCATIONNEEDS ASSESSMENTNUTRITIONOBESITYOLDER CHILDRENOLDER GIRLSPARENT EDUCATIONPARENTINGPATIENTPERCEPTIONPHYSICAL ACTIVITYPHYSICAL DEVELOPMENTPHYSICAL GROWTHPLAYINGPRE-SCHOOL EDUCATIONPREGNANCYPREGNANT WOMENPRENATAL NUTRITIONPREPRIMARY EDUCATIONPRESCHOOL EDUCATIONPRESCHOOL PROGRAMSPRESCHOOLSPRIMARY SCHOOLPRIMARY SCHOOL LEVELPRIMARY SCHOOL PERFORMANCEPRIVATE EXPENDITUREPSYCHIATRYPSYCHOMOTOR SKILLSPUBLIC EXPENDITUREPUBLIC HEALTHPUBLIC SCHOOLSQUALITY OF LEARNINGREADINGREPETITION RATESRISK FACTORSSCHOOL READINESSSCHOOL-AGE CHILDRENSCHOOLINGSCHOOLSSCREENINGSEXUALLY TRANSMITTED INFECTIONSSIBLINGSSMOKINGSOCIAL ASSISTANCESOCIAL BEHAVIORSOCIAL DEVELOPMENTSOCIAL EXCLUSIONSOCIAL PROTECTIONSOCIAL SKILLSSPECIAL EDUCATIONSPEECHSTUDENT LEARNINGSUBSTANCE USETEACHERSTETANUSTHOUGHTSTODDLERSUNEMPLOYMENTVERBAL COMMUNICATIONVULNERABLE CHILDRENVULNERABLE GROUPSWORKERSYOUNG ADULTYOUNG CHILDRENYOUNGSTERSYOUTHWorld Bank10.1596/978-0-8213-8526-5