 | Early Child Development: Investing in the Future (WB) |
 |  | (introduction...) |
| | Foreword |
| | Acknowledgments |
|  | Part I. The theory |
| | The case for early intervention |
| | (introduction...) |
| | Scientific basis |
| | Socioeconomic returns |
| | Policy implications |
| | Approaches to the development of young children |
| | (introduction...) |
| | Program design options |
| | Phasing the introduction of inputs |
| | Designing a program |
| | Working with NGOs and other agencies |
| | Paying for child development programs |
| | (introduction...) |
| | Determining the cost |
| | Financing the program |
| | Part II. The practice |
| | Introduction |
| | Educating parents |
| | Training caregivers |
| | Delivering services to children |
| | Reforming formal education systems to include preschoolers |
| | Educating through the mass media |
| | (introduction...) |
| | 1. Training children's first teachers in Israel |
| | 2. Helping Parents Care for the Very Young in Israel |
| | 3. Searching for the Best Care Model in Turkey |
| | 4. Community Educators Working with Parents in Mexico |
| | 5. Expanding Teacher Training Programs in Trinidad and Tobago |
| | 6. Introducing New Teaching Approaches in the Former East Bloc |
| | 7. Meeting the Increasing Need for Child Care in Kenya |
| | 8. Giving Children a Head Start in the United States |
| | 9. WIC Preventing Low-Birth-Weight Babies in the United States |
| | 10. Community Centers Saving Children in India |
| | 11. Rationalizing Kazakstan's Kindergarten System |
| | 12. Expanding Services for Children in Guyana |
| | 13. Planning to Meet the Needs of Children in the Philippines |
| | 14. Experimenting with New Service Models in Chile |
| | 15. Restoring Services for Children in El Salvador |
| | 16. Addressing Basic Health and Education Needs in Venezuela |
| | 17. Tuning in to Learn about Child Care in the Philippines |
| | 18. Using Radio to Teach Caregivers and Kids in Bolivia |
| | 19. Producing TV for Tots in Nigeria |
| | Bibliography |
Training caregivers
It is erroneously assumed that anyone can take care of young children, despite the growing wealth of research confirming the importance of teacher training to the quality of the early childhood experience. Moreover, teachers are far too often regarded as custodians and dispensers of knowledge who must follow a centrally controlled curriculum regardless of local conditions or the efficacy of other forms of learning. Instead, teachers should be trained to distinguish aspects of the curriculum that can and should be changed to accommodate local customs from those that cannot be modified without seriously compromising the program's efficacy.
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