Different institutions and researchers have attempted to define early childhood development; there are slight variations in individual definitions, however most of them agree on some basic features of this early development period in children. Most agree that the earliest period of a child’s life is the most critical, the future potential and ability of a child depends on these years. This period is believed to last from birth to age 8. During this time children experience development on multiple levels; not only do they physically grow but they learn how to coordinate movement; also from becoming aware of individuals, other then themselves, they go on to learn complex interaction. Their communication also evolves as they experiment with sounds and eventually develop linguistic skills. Furthermore, from blur vision they grow, see and perceive their surroundings as well as develop cognitively to understand and interpret events.

Furthermore, National Association for the Education of Young Children (NAEYC) also acknowledges that infants and toddlers experience life more holistically during the ECD period than any other age group. Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention.

Thus ECD includes integrating health, nutrition, and intellectual stimulation, providing the opportunities for exploration and active learning. It also provides the social, emotional care and nurturing children need in order to realize their human potential and play an active role in their family and later in their community.

However this early childhood development (EDC) period does not follow a strict growth pattern; it molds according to a child’s experiences and environment. Thus parents, caregivers and teachers can play a vital role in shaping this development path to ensuring greater learning and growth. ECD programs guide caregivers on how to interact with children provide them an environment conducive to learning. Such efforts for ECD are important and their findings indicate that young children respond better when specially designed teaching techniques are applied.

Moreover according to ‘Zero to Three’ foundation Babies and toddlers living in high-risk environments need additional supports to promote their healthy growth and development. All child-care arrangements, including family, friend, neighbor, and family- and center-based child care have the potential to provide high-quality, individualized, responsive and stimulating experiences that occur within the context of strong relationships and which are imbedded in everyday routines. Successful ECD programs depend on the interaction of a number of factors. As is the case for the development of human capital in later years, the various factors influencing ECD interact multiplicatively to produce “success,” as measured by readiness to learn when entering primary school. Good health (of both mother and child), good nutrition, good parenting, strong social supports and simulative interaction with others outside the home all combine to provide the best chance of success. Since neglecting investment in any one of these areas reduces the value of investment in other areas, investments to improve pre- and post-conception health of the future mother are a crucial input to ECD. Thus, support of all types to improve parenting during this period is crucial. This support includes development of parenting skills, social support, employer and government support to increase the amount of time parents can spend with their children and, in some cases, direct income support.

Difference between ECE and ECD
Often the terms early childhood development (ECD) and early childhood education (ECE) are used interchangeably and at other times are confused with one another. However differences do exisit between them.

ECD is an umbrella term which applies to the processes by which children from birth to nine years grow and thrive, physically, mentally, emotionally, morally and socially. ECD programs include a variety of strategies and a wide range of services directed at helping families and communities to meet the needs of children in this age group. This includes integrating health, nutrition, and intellectual stimulation, providing the opportunities for exploration and active learning, as well as providing the social and emotional care and nurturing children need in order to realize their human potential and play an active role in their family and later in their community.

ECE on the other hand does not have to occur in the absence of the parent or primary caregiver, this term is sometimes used to denote education by someone other than the parent or primary caregiver. Both research in the field and early childhood educators view the parents as an integral part of the early childhood education process. Early childhood education takes many forms depending on the theoretical and educational beliefs of the educator or parent. Other terms often used interchangeably with ‘early childhood education’ are ‘early childhood learning’, ‘early care’ and ‘early education’. Much of the first two years of life are spent in the creation of a child’s first ‘sense of self’ or the building of a first identity. Because this is a crucial part of children’s makeup-how they first see themselves, how they think they should function, how they expect others to function in relation to them, early care must ensure that in addition to carefully selected and trained caregivers, links with family, home culture, and home language are a central part of program policy. If care becomes a substitute for, rather than a support of, family, children may develop a less-than-positive sense of who they are and where they come from because of their child care experience. Early childhood education or learning focuses on children learning through play.

Learn more about ECD Stages of development

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