Early childhood teacher education in Pakistan: time for action

Abstract

This paper presents a critical account of early childhood education (ECE) in Pakistan. It moves from a general review of the benefits of ECE to focus on the issues and challenges connected to the professional development of early childhood teachers. It highlights problems encountered in developing practitioners who are highly skilled in the delivery of early years’ pedagogy and the constraints upon the professionalisation of the sector at policy level. The paper identifies a number of strategies that would raise the status of the profession and argues that action is required for progress in this crucial field.

Keywords:

• Pakistan
• early childhood education
• teacher education
• UNCRC
• pedagogy

Acknowledgement

The author is grateful to the editorial board of the International Journal of Early Years Education for their support and guidance in the preparation of this article. The author is also thankful to Professor Carmen Dalli of Victoria University of Wellington, New Zealand and Prof. Linda Miller of the Open University, UK.