- Corporal punishment is incompetence in parenting skills
The early years of a child's life, from conception to age eight, are widely recognised as the most critical period for human development. In Sri Lanka, ensuring the well-being, nutrition, and education of children during this formative stage falls under the purview of the National Secretariat for Early Childhood Development.
With the country continuing to feel the effects of the recent economic crisis, concerns are growing over child nutrition, the quality of preschool education, and the ability of families to provide a supportive environment for their young children. Against this backdrop, the Secretariat is tasked with setting national standards, regulating preschools, and coordinating with multiple agencies to protect the country's youngest citizens.
To discuss the current state of early childhood development in Sri Lanka, the challenges posed by the economic downturn, and the Government's plans to upgrade the preschool sector by 2027, The Daily Morning spoke with the Secretariat Director P. Nilushika Dhanasekara.
Following are excerpts of the interview:
What is the latest scientific understanding of the term 'early childhood development'? Since this is an evolving field with definitions introduced from time to time, what does the concept currently encompass, and what period is defined as early childhood? Does this period differ from region to region?
According to the United Nations Educational, Scientific and Cultural Organisation (UNESCO), early childhood is defined as the period from birth to eight years of age. In early childhood development, we focus on a holistic approach. This period is the most important period of a child. It is not just about cognitive development or physical growth in isolation but the interconnected development of the child's physical, cognitive, social, and emotional well-being. All these facets must be nurtured together to build a strong foundation for the future.
The scientific understanding of this term is universal. Asia, Europe, and all over the world the definition is essentially the same. The slight differences are in the institutional definitions. For instance, UNESCO defines it as the period from birth to eight years, while the World Health Organisation (WHO) considers it from conception to eight years. What the world normally accepts, and what we work under, is the period from conception to eight years. In Sri Lanka, while many perceive early childhood to be just the preschool period, a child in Grade Three is also an early child.
What are the mental indices and physical criteria including height, weight, and various skills that children are expected to meet at certain ages? For instance, what is the ideal height, weight, and expected skills for a one-year-old child?
In Sri Lanka, the Health Ministry monitors child development using the Child Health Development Record (CHDR), which tracks growth against WHO standards adjusted for the local population. By the age of one, a child is expected to reach a median weight of approximately 9.6 kgs for boys and 8.9 kgs for girls, with median lengths (heights) of roughly 75.7cm and 74 cm for boys and girls, respectively. Developmental indices for this age include gross motor skills like pulling themselves up to stand using furniture, cruising along furniture, or taking independent steps, and fine motor skills such as using a pincer grasp to pick up small objects. Mentally and socially, one-year-olds should begin saying simple words like ‘amma’, use gestures like waving, play interactive games like peek-a-boo, and demonstrate object permanence by finding hidden items. The Ministry recommends monthly weighing and formal length measurements at four, nine, 12, and 18 months to ensure that these physical and mental milestones are met.
In the context of the economic crisis, high inflation, and significant poverty, what nutritional requirements for early childhood should be met in Sri Lanka?
This is one of our most pressing concerns. The economic crisis has severely impacted child nutrition. The UN Children’s Fund has recently warned that severe malnutrition in Sri Lanka is among the highest in the region, with families skipping meals as food becomes unaffordable. It is the poorest and most vulnerable children who are paying the steepest price. To address this, the Secretariat has launched several targeted programmes. We have a programme to provide breakfast for preschools that have a high number of underweight children. Furthermore, for economically challenged pregnant women and lactating mothers, we are issuing a voucher card to purchase their necessary monthly nutrition related necessities. We are working hard to ensure the most basic needs of our youngest citizens are met during this difficult time.
Given the vast majority of preschools are in the private sector, what actions are being taken to regulate them?
Preschools are being regulated across the country. It is mandatory for every preschool to be registered with the Provincial preschool units under the Provincial Councils. This registration process is the first step in bringing them under a regulatory framework.
We often use terms like kindergarten, Montessori, and so on for preschools. Are these synonyms, or are there distinct differences?
While they are often used interchangeably in common parlance, there are philosophical and methodological differences. Preschool is a broad, general term for early childhood educational settings. Kindergarten which means children’s garden is a specific approach founded by Friedrich Wilhelm August Froebel that emphasises play and self-activity. Montessori refers to the specific method developed by Maria Tecla Artemisia Montessori, which is characterised by child-led activity, mixed-age classrooms, and specially designed learning materials. In Sri Lanka, many centres use these terms, what's most important is they adhere to the national standards and curriculum framework we are developing, regardless of the name they use. We observe on most occasions when it’s called Montessori, it’s not because these centres ideally match what happens in a Montessori, but simply for common use. The correct technical term is ‘Early Childhood Development Centres’.
What is the standard for a preschool teacher in Sri Lanka? What are the expected qualifications, and how are these enforced?
Ideally, when Provincial preschool units register teachers, they ask for a Diploma in Early Childhood Education. However, we have a ground reality where individuals in rural areas without these qualifications are teaching. To address this, we have a clear plan to make it mandatory for all preschool teachers to hold a recognised diploma. For now, we are bridging the gap by conducting extensive training programmes across the country in collaboration with the Child Affairs Ministry, our Secretariat, and Provincial units.
Preschool teaching is a marginalised profession in terms of salary and privileges. What is being done to professionalise this field?
We are acutely aware of these issues. The Government is preparing to introduce the 2027 preschool curriculum framework. As a pilot project, we have identified 100 master trainers, but we recognise that this number is insufficient and will be selecting more. More importantly, the Ministry and our Secretariat are collaborating to introduce the new 'Policy for Early Childhood' which is currently in its final drafting stage. We are planning to comprehensively address the issues of preschool teachers, including salary revisions, professional development, and pension schemes, through this new policy framework.
The Minister has stated there is a plan to upgrade all preschools before 2027. What aspects do these updates include?
Our aim is multi-faceted. We are mainly addressing the curriculum and standardising teachers. But we are also focusing on upgrading the preschools themselves. This includes defining what kind of physical structure can be a preschool - the size of the classroom, the availability of a safe outdoor play area, hygiene facilities like clean toilets, and the overall maintenance of the premises. We are setting clear structural standards that every registered preschool must meet.
The curriculum is an activity-based framework for children. It's designed to be a teacher's guide, empowering them to adjust activities based on the resources that they have available to achieve the desired learning outcome. The skills that we expect a child to develop - socialisation, emotional regulation, curiosity, and foundational cognitive skills - remain constant. We don’t expect them to formally write letters in preschool; it is more activity-based. This new framework adheres to the latest international standards and incorporates contemporary theoretical approaches.
The world regularly updates techniques based on ongoing research. How is Sri Lanka incorporating these latest scientific revelations?
Our new framework is a direct result of that. We have referenced every theoretical approach and explained why we have incorporated it. For example, we are integrating knowledge from neuroscience about brain development in the early years and using that to inform the types of activities and interactions that we promote in the classroom. The 2027 framework will be a document that is firmly rooted in the results of the latest global research.
There is much controversy surrounding the ban on corporal punishment. What progressive advice exists for teachers and parents on dealing with children?
The key is understanding that who helps the child is the parents. Therefore, paramount importance is given to parenting. Everyone who raises a child - parents, grandparents, daycare workers - must be skilled in positive parenting. If someone feels that they have to use corporal punishment to handle a child that is incompetence in terms of parenting skills. A child's behaviour is a reaction to their environment. We are addressing this through a national programme called Senehe Thathaka, which conducts awareness programmes for parents and even wardens at child development centres on non-violent, effective parenting skills.
On the issue of phone addiction, we must also make parents aware of how to deal with it. It is not the traditional family anymore. With both parents working, children may be with grandparents or in daycare. So, it's not enough for only the parents to be aware; these other caregivers must also be skilled. Overall, society has a social responsibility to ensure the mental and physical well-being of children. They are the citizens of the country within the next few decades.
Mothers who are imprisoned around the time of birth and raise their children in prison are later separated from them. How is the well-being and education of these children addressed?
This is a critical area. There are two main groups that work for the protection of children: our Secretariat, and the Probation and Childcare Services Department. In collaboration, we are launching programmes to create a child-friendly environment for these vulnerable children. First, we address their immediate physical needs. Every Divisional Secretariat (DS) has an Early Childhood Development Officer who is in charge of identifying these children in their area.
For children born in prisons and those in probationary centres, we give them special attention. The said Department launches specific programmes for them. Our role is to ensure that even in these challenging circumstances, the child's developmental needs are met and they are given the best possible start.
Provide a description of the mandate, functions, and structure of the Secretariat.
Our mandate, as the national focal institution, is to ensure the holistic development of all Sri Lankan children in early childhood. Our vision is the creation of a physically, psychosocially, and cognitively developed generation. We are responsible for formulating national policies on early childhood care and development, also acting as the implementing machinery, coordinating all early childhood development programmes across the Governmental, non-Governmental, and private sectors. Further, we conduct research and collect data related to early childhood development programmes to ensure that our policies are evidence-based. We work out and implement training programmes for caregivers and teachers, and we educate the public on the critical importance of the early childhood years. We have a small, dedicated team at the national level, but our strength lies in our network of Early Childhood Development Officers operating at the grassroots level in every DS across the country. They are our eyes and ears on the ground, ensuring that no child is left behind.
The views and opinions expressed in this column are those of the interviewee, and do not necessarily reflect those of this publication