​International context of a child is a result of a long process of sensitization and mobilization.

It is based on the deliberations and declaration of the Geneva Declaration of the Rights of the Child in1924 which was adopted in September 26, 1984 by League of Nations.
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It defined a child as any human being who has not attained the age of 18 years.

Children were highly valued in the African context for continuity of the family and extension of the community.

They were regarded as the strength of the society. Children were also a source of self esteem to the parents, families and society.

There was a clear difference context between a child and an extension adult.

Transition from childhood to adulthood was marked by a rite of passage.
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The coming of children in a person’s life brought new titles of ‘Father’ and ‘Mother’. Children were named after relatives, things in the environment, events or various times.___________

Modern philosophy - Is a school of thought based on research findings.
Modern thought is based on various accepted facts.

Traditional philosophy - Had certain aspects that had not been property explored and were based on myths.
Facts about modern philosophy are written down unlike the traditional ones that were passed from one generation to another.
Modern philosophy is formal, has written influence and has areas of specialization.

​Philosophy 
This refers to the reviews, beliefs practices and principles governing ECDE.

It aims at giving meaning and purpose through the development of answers to basic questions. The principles, beliefs and practices are aimed at realizing the goals and objectives of ECDE. Issues in ECDE are addressed through philosophy, critically resolved and analyzed.

Those who come up with established schools of thought are called philosophers.

Sociology - Study of society and particularly individuals and members of a society ire related.. Children are members of society and it is the society
that shapes their growth and development. How they relate and operate within society is addressed by sociology.

Examples: Bernard Van Leer Foundation — Main sponsor Aga khan Foundation, UNICEF, ANPPCAN, Action Aid Kenya and CCF, etc. 

• These NGO’s have provided a lot of support through
  
  • donations,
    
  • sponsorship of seminars and workshops,
    
  • funding of ECDE projects,
    
  • technical assistance in form of in — service,
    
  • provision of knowledge and skills and research on ECDE.
    
  • The NGO’s have also partnered with the government, religious organizations and individuals to provide ECDE programmes.

• In extreme poverty, parents cannot afford to provide for basic needs that will enable children to be in school e.g. Food and uniform.
• In Arid and Semi — Arid Lands (ASAL), there are few schools and are affected by pastoralism. Children move with their parents from one place to another in search of pasture.
• Many parents pulled out their children to stay at home until they were for age to join Free Primary Education. Other parents failed to pay fees to pre — school administrations.
• Positively, ECDE stale holders were challenged to work on a legal framework for ECDE

In 2006, ECDE policy framework was developed by the government and had the following issues:

• Streamlining ECDE into primary education.
• 2 years compulsory at pre — school.
• Registration of ECDE institutions.
• Supervision of provision of ECDE services.
• Training and employment of ECDE personnel.
• Conduct research on ECDE.
• Deploying trainers of ECDE programmes.
• Government to provide facilities and employ ECDE teachers through the Ministry of Local Government.
• Ministry of Public Health to provide primary health care services, disease prevention and immunization services to pre — school children.

• Government should have a policy for children to have a compulsory two years learning at the pre — school before moving on to primary one.
• The government to set harmonized payment standards for both public and private schools and ensure they are adhered to e.g. Private ECDE centers charge extra fees due to the low quality of education in ECDE public centers.
• There should be better pay incentives and working conditions for teachers.
• Set a code of regulations for pre — school teachers.
• Parents who do not take their children to school should be prosecuted.
• School feeding programmes must be initiated.
• Parents should be sensitized through the field officers on the importance of ECDE.
• Government should help in the maintenance of their pre — schools, eg. Constructing permanent structures.

• To continue to encourage local authorities, communities, parents, private organizations to sponsor and donors to establish more pre — schools to deal with the ever increasing demand.
• To establish District Centers for Early Childhood Education (DICECE’s) in all districts in the country.
• To review training programmes for pre — primary teachers in order to increase the supply of qualified teachers.
• To encourage teachers training institutions to do research and produce local teaching / learning materials.
• For government to start employing pre — school teachers.
• Attempts should be made to humanize all the terms and conditions of pre —school teachers in the country.

Similarities;

• Both have a working policy on ECDE.
• In both, ECDE is coordinated at national level.
• Both have training programmes for teachers up to degree level.
• Both have similar aims of reducing infant and child mortality and increase access to quality daycare and pre — school services.
• Both emphasize partnership in provision of ECDE services.