Franklin County Stresses Importance Of Early Childhood Education – LocalNews1.org
Franklin County Stresses Importance Of Early Childhood Education Local.News
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Franklin County Recognizes April 2024 as the Month of the Young Child
The Franklin County Commissioners have officially declared April 2024 as the Month of the Young Child. This declaration aligns with the efforts of First Start Partnerships for Children and Families, Inc. and various local organizations to emphasize the crucial role played by early childhood educators in the healthy development of America’s youth.
Investing in Franklin County’s Future
Franklin County Commissioner Chairman Dean Horst stated, “Caring for and supporting our children is a vital part of investing in Franklin County’s future. It’s the responsibility of all community members to ensure that our children receive the best possible start in life, enabling them to grow up as happy, healthy, and productive members of our society.”
The Importance of Early Childhood Development
The first few years of a child’s life are crucial for laying the foundation for future learning. A child’s cognitive, physical, social, emotional, and language development greatly depend on positive interactions with adults and peers, as well as their environment. Participation in high-quality early care and education programs helps children establish strong developmental foundations during the critical period of brain development. Consequently, these children are better prepared for school and have a higher likelihood of achieving success later in life.
Child Care Needs in Franklin County
Franklin County is home to over 9,000 children aged 0-4 years old, with 70% of their parents being working parents. This highlights the significant need for child care services at a young age. However, out of the 61 child care providers in Franklin County, only 10% meet the criteria for being considered “high quality” according to Keystone STARS, Pennsylvania’s Quality Rating and Improvement System. In fact, only four other counties in Pennsylvania have a lower rating than Franklin County. Statewide data also reveals that 27% of Pennsylvania’s parents have quit their jobs due to child care problems, and 38% have turned down new job offers because of issues related to child care.
Supporting High-Quality Early Childhood Education
Ensuring quality early childhood education requires skilled, educated, and consistent early childhood educators who can provide children with the necessary experiences for a strong foundation. By recognizing April as the Month of the Young Child, the Franklin County Commissioners are urging all residents to support initiatives that enhance children’s and families’ access to high-quality early childhood education. Additionally, they encourage support for those working in the early care and education profession.
SDGs, Targets, and Indicators
1. SDGs Addressed or Connected to the Issues Highlighted in the Article:
- SDG 4: Quality Education
- SDG 8: Decent Work and Economic Growth
- SDG 10: Reduced Inequalities
2. Specific Targets Based on the Article’s Content:
- Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education.
- Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
3. Indicators Mentioned or Implied in the Article:
- Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being.
- Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities.
- No specific indicator mentioned for Target 10.2, but it can be measured through various indicators related to social inclusion and equality.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education. | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being. |
| SDG 8: Decent Work and Economic Growth | Target 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value. | Indicator 8.5.1: Average hourly earnings of female and male employees, by occupation, age group, and persons with disabilities. |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status. | No specific indicator mentioned in the article. |
The article highlights the importance of early childhood education and the need for high-quality early care and education for children aged 0-4 years old. This aligns with SDG 4: Quality Education, specifically Target 4.2, which aims to ensure access to quality early childhood development, care, and pre-primary education. The indicator 4.2.1, which measures the proportion of children under 5 years of age who are developmentally on track, can be used to measure progress towards this target.
The article also mentions the impact of child care problems on parents’ employment. This connects to SDG 8: Decent Work and Economic Growth, particularly Target 8.5, which focuses on achieving full and productive employment and decent work for all. The indicator 8.5.1, which measures average hourly earnings by occupation, age group, and disability status, can be used to track progress towards this target.
Additionally, the article emphasizes the need to promote social inclusion and reduce inequalities in access to early childhood education. This relates to SDG 10: Reduced Inequalities, specifically Target 10.2, which aims to empower and promote the social, economic, and political inclusion of all individuals. While no specific indicator is mentioned in the article for this target, various indicators related to social inclusion and equality can be used to measure progress.
In summary, the article addresses or connects to SDGs 4, 8, and 10. The specific targets identified are Target 4.2, Target 8.5, and Target 10.2. The indicators mentioned or implied in the article are Indicator 4.2.1 and Indicator 8.5.1.
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Source: localnews1.org
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