Early Childhood Education in Colombia

Abstract

Colombia is characterized by its duality in several aspects. There are significant tensions, fluctuations and adversities created by antagonistic contexts which affect early childhood. In some regions, indicators of quality of life in early childhood development are similar to those in developed countries, whereas other regions show enormous social and economic gaps. One of the most distinctive features of Colombia is its diversity: Geographical features and cultural and sociohistorical practices, created a process of cultural hybridization and formed a multilingual and multiethnic country, with a wide range of practices. Moreover, the armed conflict has had a significant impact on the population. Poverty, low levels of education and restrictions on access to welfare conditions make children’s development from these groups more difficult and critical. Being a child – indigenous, black and/or poor – increases social vulnerability in all dimensions. Regarding research work, there seems to be a preference for following European or American theoretical models. There is also a tendency toward descriptive epidemiological studies; intervention studies are barely visible and have little media coverage. However, in the last decade in Colombia, there has been a development of valuable legal frameworks and important conceptual perspectives to implement public policies for early childhood. Future research and programs must focus on the qualification of the educational systems in early childhood education and the development of support systems for families of the guerrillas and paramilitaries who have laid down their weapons. There is also need for promoting research that orient actions for the return of children and families displaced by the armed conflict.