Comprehensive early childhood care and education fujimoto-Emotional, physical, health, nutrition and intellectual dimensions interact to create a whole and must be borne in mind in child care. Comprehensiveness takes into account the holistic development of all dimensions of the child. Rajeev Ranjan www.rajeevelt.com

1. Comprehensive Early Childhood
Care Education
Basic quality criteria of various alternative modalities for
comprehensive early childhood care.
Content, comprehensiveness and coherence in policies for early childhood: how the
curriculum can contribute-In-Progress Reflection No. 7 on Current and Critical Issues in
Curriculum, Learning and Assessment-UNESCO
Presented- Rajeev Ranjan - www.rajeevelt.com

2. Activity
All educational work should be active, dynamic and centred around the child,
their interests, needs, potential and problems.
Activity is understood as promoting the key role of the child in their learning
process.

3. Comprehensiveness
Emotional, physical, health, nutrition and intellectual dimensions interact
to create a whole and must be borne in mind in child care.
Comprehensiveness takes into account the holistic development of all
dimensions of the child.

4. Participation
The child, family and community must participate in pedagogical activities,
contributing and participating in the decisions on and adjustments to the
programmes or services, in order to foster values such as:-
★ solidarity,
★ cooperation
★ communication.
The family is the natural agent active in any programme for early childhood
education.

5. Cultural relevance
In addition to a meaningful education, which is suited child and their context
based on their culture, values and traditions, the curriculum must be varied,
relevant and pertinent. It is aimed at improving quality of life through education
that is useful, highlighting the most meaningful and relevant learning for both
the child and their surrounding society and culture. The selection of contents,
programming and educational action within intercultural education, with duly
trained staff and diversified educational materials tailored to the needs of
children and their communities.

6. Flexibility
Any institution that provides services and staff that participates must be flexible
and respect sociocultural characteristics in order to respond with various
alternative care modalities that can be readjusted during the process. Flexibility
in terms of time, space and educational environments for each cultural group is
important.

7. Sustainability
Aimed at permanence, continuity and ownership of programmes and services by
the family, community and civil society as a whole.
Source: Compiled by the author on the basis of Fujimoto (2000b).
Fujimoto, G. 2000a. La Educación No Formal. Experiencias Latinoamericanas de Atención a la Infancia: La No-Escolarización Como Alternativa
(Non-formal education. Experiences in Latin America concerning early childhood care: not in school as an alternative). Unidad de Desarrollo
Social y Educación OEA. http://www.oei.es/inicial/articulos/educacion_noformal_alternativa.pdf (Accessed on April 2015). ---. 2000b.
Modalidades alternativas en educación infantil (Alternative modalities in early childhood education). In Peralta, M. V. and Salazar, R (Comps.).
2000. Calidad y modalidades alternativas en educación infantil (Quality and alternative modalities in early childhood education). La Paz: CERID/
MAYSAL.Gairín, J. and Castro, D. 2008

8. Presented by-
Rajeev Ranjan
Principal, Teacher- Trainer and Counselor
www.rajeevelt.com
principalrajeev@gmail.com