Mrs. Linda Ramkalawan, First Lady
Ms. Merna Eulentin, Principal Secretary for Education Services
Mrs. Shirley Choppy, Chief Executive Officer IECD-UNESCO Category 2 Institute Vice-Chairman & Members of the Local Board of IECD-UNESCO Category 2 Institute Chairpersons of the ECCE Sectoral Teams
Head Teachers and Early Childhood Leaders IECD Staff
Distinguished Guests
A very good morning to you all!
It is my utmost pleasure to welcome you today as we gather to discuss the promising results of our recent assessment on early childhood learning readiness for children aged 3-4 years before they embark on their preschool journey. I am thrilled to share that an impressive number of our children have reached the target set for learning readiness. This achievement is a testament to our collective commitment to nurturing the potential of our youngest learners.
The success we celebrate today underscores the effectiveness of our early learning programs, the dedication of our care service providers, and the well-targeted interventions by the Institute of Early Childhood Development. Research consistently highlights the significance of strong foundational skills in early childhood education, which lays the groundwork for lifelong learning and development. Children who demonstrate readiness
for school are not only more likely to excel academically but are also better equipped to navigate social environments.
From the very outset, the IECD has placed a strong emphasis on play-based simulations, which are invaluable for fostering critical thinking, problem-solving skills, and creativity. Through engaging in play, children learn to interact socially, cooperate effectively, and build emotional resilience—all essential skills for their future educational endeavors.
Moreover, parental and family engagement has been a crucial component of the IECD’s Early Readiness Assessment study and over time it has been shown that the greater the engagement, the higher the achievement of children. Families serve as the fundamental support system, shaping the context in which children grow, learn, and thrive.
Therefore, active participation from parents and families is essential in bolstering children’s learning journeys. The IECD remains committed to continuously reviewing its programmes and strategies to encourage and enhance family participation, aiming to boost children’s motivation and confidence as they prepare for primary education.
I would also like to emphasize that this time, the IECD has extended invitations to all Head Teachers and leaders in the early years in Schools. This decision reflects our intent to facilitate meaningful dialogue about effective practices and challenges from where it matters most – the school. It is through these discussions that we can collectively identify solutions and share insights that matter most in the educational context.
Before I conclude, I would like to echo the CEO’s sentiments and take a moment to express my gratitude to the dedicated team at IECD for their steadfast leadership and hard work in bringing this milestone project to fruition, as well as for organizing this year’s first forum. Special thanks go to Consultant Benstrong for his in-depth and thorough analysis of the data, and to the technical team, data collectors, data entry personnel, child care managers, and childminders for their invaluable contributions. I also extend my appreciation to the parents for their consent and unwavering support of their children’s development. This project stands as a success story and a remarkable achievement in early childhood education in Seychelles.
As a Category 2 Institute under the auspices of UNESCO, IECD is well-positioned to share this best practice and offer technical assistance to countries both regionally and internationally, enabling them to adopt and adapt this project for the further advancement of early childhood education on a global scale.
On that note, I eagerly anticipate the presentations to follow, as well as the fruitful deliberations that will ensue.
Thank you for your attention.
