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¿Están los menores de 2 años expuestos a apps? ¿Cuáles? ¿Con qué frecuencia? ¿Qué tipo de apps serían más adecuadas para los pequeños según su desarrollo físico, cognitivo, la evolución de sus formas de juego y sus posibilidades de interacción con dispositivos móviles? ¿Cómo diseñar apps lo más apropiadas posible para niños menores de 2 años? Estas son algunas de las principales preguntas que se responden a través de la investigación presentada en la publicación. Una investigación que demuestra que los niños menores de dos años en España están jugando con apps y resalta la relevancia que cobra generar documentación de apoyo tanto para la mejora en el uso como en el diseño de apps para un target tan vulnerable. Desde la investigación se presenta una información pionera para la industria y los desarrolladores con propuestas concretas sobre como diseñar apps infantiles teniendo en consideración el desarrollo del niño y sus posibilidades a nivel de contenido lúdico, educativo, gráfico e interactivo. La información también sirve de apoyo para educadores y padres a la hora de elegir apps y defnir las formas de uso que puedan resultar más adecuadas para cada niño en cada tramo de edad.

Picture books, activity books & early learning material

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Despite a growing evidence base and global consensus on the importance of early childhood education, it remains under-resourced and comparatively neglected as a policy issue. This paper seeks to understand which factors facilitate or impede efforts to make early childhood education a political priority in low- and middle-income countries, applying a framework used primarily in global public health. It draws on a comparative analysis of four countries: Ethiopia, Liberia, Pakistan (Punjab Province), and Tanzania. Although each of these countries has undertaken recent, concrete efforts to scale early childhood education, the political economy conditions to support sustained commitment are only partially present. National policymakers have responded to global efforts to advance early childhood development, and ideas about the benefits of early childhood education have gained significant traction. With few exceptions, however, civil society mobilization around early childhood education is relatively weak, and focusing events and prominent champions for early childhood education are uncommon. Taken together, these factors are consistent with a strong rhetorical commitment to early learning but a lack of sustained follow-through and resource provision.

Early Childhood Development --- Early Childhood Education --- Early Learning --- Education --- Education Finance --- Education For All --- Political Economy --- Primary Education

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Despite strong evidence of its importance to the welfare of children and societies, early childhood Education has been comparatively neglected as a policy priority both before and during the COVID-19 pandemic. This paper seeks to understand what factors have contributed to the lack of priority for early childhood Education in distance learning and school reopening plans, by applying a political prioritization framework to the pandemic context in four low- and middle-income countries: Ethiopia, Jamaica, Liberia, and Pakistan. Some aspects of the pre-COVID-19 status quo, which disfavored early childhood Education, have continued, including a lack of cohesive support from civil society and a greater focus by international partners on norm promotion and technical assistance than financing. In other respects, the pandemic put early childhood Education at an even greater disadvantage. These include perceptions that early childhood Education is less suited to distance delivery than other levels of Education, concerns about young children's ability to comply with health protocols, and competition with high-stakes examinations for Education ministries' attention. Previous country experience with pandemics (in Liberia) and a strong coordinating entity (in Jamaica) were mitigating factors. These results point to an urgent need to elevate priority for early childhood Education in normal times and improve the resilience of early childhood Education in future crises.

Coronavirus --- COVID-19 --- Disease Control and Prevention --- Early Childhood Development --- Early Childhood Education --- Early Learning --- Education --- Educational Policy and Planning --- Health, Nutrition and Population --- Pandemic Response --- Political Economy