A global call to action for early childhood

New UN Convention on the Rights of Persons with Disabilities: Implications for ECCD
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ECCD programmes and family-based
services and support.
Since for all children the first years
are critical, support to immediate and
extended family members is essential
to create the required caring and
stimulating environment. But the reality
for many children with a disability and/
or having special health needs is that
they are often fated to a “poor start
in life” and denied timely and critical
learning opportunities and protective
mechanisms to help them develop to
their full potential. Their families in
many cases do not receive the needed
support to provide this environment.
Children with disabilities then face
barriers not only within their families
and communities, but all too often they
are also denied sustainable access to all
forms and levels of quality education
and health care, especially during the
early years. In addition, recognition
should be given to the challenges of
children whose parents have disabilities,
and interventions to address their needs
and rights (as expressed in the CRPD)
should be guaranteed.
Because experiences and support
during the early years influence
the child’s lifelong learning and
inclusion, family and community
efforts to create a healthy, safe, and
stimulating environment are critical
for all children. More important,
for those children living in poverty
and violent situations and/or faced
with specific developmental delays
and/or disabilities, more systematic
interventions and quality support are
required for them and their extended
family. Box 2 outlines the findings
from research on the importance of
the early years for infants and young
children with developmental delays
and/or disabilities. 6 / 7 Research clearly
demonstrates the importance of
prevention of or early intervention for
a number of disabilities in order to help
children develop to their full potential.
Potential implications of the
new UN Convention on the
lives of young children
The new UN Convention (CRPD) offers
a renewed opportunity for every
country, community, and organisation
to “re-energise” and/or reexamine
existing legislation, policies, budgets,
and programmes and to promote
coordinated efforts to ensure that all
persons with disabilities are guaranteed
the same rights as others. But, the
CRPD should not be seen in isolation
from other International Human Rights
standards and specific development
commitments, such as the Convention
BOX 2
Highlights on critical issues
(based on research and experience)
on the Rights of the Child, the UN
Standard Rules on the Equalization
of Opportunities for Persons with
Disabilities, and the Education for
All Declaration (see Annex 2). “All
point the way towards overcoming
discrimination and recognizing the
right to full participation of children
and adolescents with disabilities—in
the home and community, in school
and health services, during recreation
activities and in all other aspects of
life.” 8 Governments and civil society
are now challenged to take advantage
of the complementary role of each
standard and commitment.
• The years 0-3 are critical in the formation of intelligence, personality,
and social behaviour, and the effects of neglect are cumulative.
• Research has demonstrated that at least 80% of the brain’s capacity is
developed before the age of three.
• Brain development is much more vulnerable to environmental influences
than suspected. This includes not only nutrition but also the quality of
interaction, care, and stimulation.
• There are proven ’windows of opportunity’ for learning during the first
years of a child’s life. If these windows are not opened at the critical time
period, it will be difficult, if not impossible, for a particular type of learning
to occur at a later date.
• For almost all impairments, the timing for intervention is critical and
becomes particularly important when a child runs the risk of missing an
opportunity to learn during a state of maximum readiness.
• It is not uncommon for some disabilities to go unnoticed unless parents
are aware of what to look for. For example, many children are not identified
as being deaf or hearing impaired until the age of two or more. Since
hearing is connected to every other aspect of development, however,
it is important to make an early identification.
• Developmental delays should be prevented or reversed during this early
period of rapid brain growth. It becomes increasingly difficult to reverse
delays after age three.
Source: One-in-Ten RI/UNICEF publication “Early Intervention for Children with
Disabilities” and Consultative Group Draft Handout—Cornerstone 1: Pregnancy
to Age Three (2007)
COORDINATORS’ NOTEBOOK: ISSUE 29