Abstract
Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.
Highlights
Childhood development is considered to be a significant phase of growth and development which influences outcomes across an individual’s entire life and provides an important period of opportunity and a foundation for lifelong learning and participation (World Health Organisation 2012)
We propose the parameters of a bioecological model to examine the multi-layered influences on replicating and scaling up quality early childhood development in low- and middle-income countries (LMICs) and consider its application to research design in the context of Malawi
To illustrate the application of the bioecological model to early childhood development research in LMICs, we examine its application as a conceptual framework through reference to a research study in Malawi
Summary
Childhood development is considered to be a significant phase of growth and development which influences outcomes across an individual’s entire life and provides an important period of opportunity and a foundation for lifelong learning and participation (World Health Organisation 2012). The increased international emphasis on ensuring access to quality early childhood development services for young children can be demonstrated through the UN Sustainable Development Goals (SDGs) which map out in an ambitious agenda for sustainable development over the 12 years (United Nations 2015). SDG 4 seeks to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ (United Nations 2015) and includes an outcome target (4.2) to ‘ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education’ Access to quality early childhood development services for these young children is considered to be important given a need for structured opportunities that include stimulation and development of key functional skills (e.g. WHO 2012)
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