Ecuador Implements Family Care Service for Early Childhood to Promote Education and Development
Executive Summary
The Ecuadors´ Ministry of Education, through the Undersecretariat of Specialized and Inclusive Education and the National Directorate of Early and Basic Education, implemented the Family Care Service for Early Childhood - SAFPI to promote the integral development of 3 and 4-year-old children. This service is aimed at children who do not attend any early education programme and focuses on preparing families and linking them with the community through learning experiences based on the Early Education Curriculum.The following objectives have been established: Guarantee the right to education for 3 and 4-year-old children through a flexible and assisted modality. Promote the integral development of children taking into account the socio-cultural context. Strengthen the family´s responsibility in their children´s education through participation in educational activities. According to the Ministry of Education´s administrative records, in the 2018-2019 period, 16,813 children were served by SAFPI, while in the 2019-2020 period, this figure reached 19,975 children. During the 2020-2021 period, specifically in March 2020, the country was declared in a health emergency due to the COVID-19 pandemic, which unexpectedly led to confinement and a decrease in the number of children served to 1,851 due to the educational service being provided via home visits. However, for the 2021-2022 period, national coverage reached 20,528 children.Currently, in the 2022-2023 period, the SAFPI service attends 16,969 children, who, with the support of 629 teachers, develop motor and communication skills, identity construction, and the ability to relate to other people. The goal is to provide a flexible, assisted educational service that guarantees the rights of children to education, promoting family participation and socio-cultural context, especially in emergency situations such as the COVID-19 pandemic.
Implementation
The Ministry of Education implemented SAFPI nationally in 2018 through: Activities scheduled in the school calendar issued by the National Educational Authority for each academic year, which lasts 10 months; Active search for the enrollment of children residing within 2.5 km of an Educational Institution that offers Early Education; Inclusive activities that provide personalized attention to children according to their developmental needs.The implementation of SAFPI in 2018 required an investment of $8,629,702.66 for the hiring of 680 teachers who would visit children´s homes. The investment has varied according to the number of teachers, so for the year 2022 (January - August), the investment is $5,350,583.97, as the service now has 629 teachers.
Stakeholders and partners involved
The target group of SAFPI is children aged 3 and 4 who do not attend any educational programmes in rural and marginalized urban areas. In the 2021-2022 academic year, a total of 20,528 children benefited from the service with the assistance of 629 teachers.
Impact
The SAFPI service has had a positive impact by increasing the quality and coverage of the Education System. It recognizes the sociocultural differences of families and communities, working with them to enhance their capacities and responsibility for the development of their children.
Innovations
Bridging the Gap: SAFPI Teachers Leading Inclusive Early Childhood Education for Children with Special Learning Needs
The SAFPI teachers have contributed to closing the gap in early childhood education. Concrete techniques have been implemented to support the special learning needs of children, especially those requiring extra assistance. All efforts are made within the framework of inclusion, ensuring no child is left behind in their learning.
Constraints
The main challenges encountered in the implementation of SAFPI were the lack of awareness of the service among the population and the fear of allowing teachers into their homes. Thanks to the professionalism of the teachers, they gradually became involved in the family environment, providing guidance and fostering shared responsibility among mothers and fathers to achieve the development of their children's skills. Currently, the service is widely known nationwide, and families seek out the teachers to provide the service in their homes.
Collaborative efforts in Early Childhood Education, Exemplified by SAFPI, Promote Holistic Child Development
Early Childhood Education is a shared responsibility of families, the community, and the State through public and private programmes. SAFPI teachers, along with parents and caregivers, stimulate the linguistic, cognitive, socio-emotional, and psychomotor development of children through tailored learning experiences. SAFPI utilizes a play-work approach with the active involvement of parents and caregivers. Families play a crucial role in supporting SAFPI´s educational offerings by welcoming teachers into their homes, promoting the holistic development of children aged 3 and 4. Early Childhood Education establishes the foundation for lifelong development. The Ministry of Education ensures educational continuity for 3 and 4-year-old children through SAFPI, enabling their transition to the first year of basic education (EGB).