Decolonizing Early Childhood Education Practices
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Decolonizing Early Childhood Education Practices and Research in the Arab World Dr. Anies Al-Hroub President of the World Council for Gifted and Talented Children Prof. of Educational Psychology and Special Education, AUB, Lebanon Visiting
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Decolonizing Early Childhood Education Practices and Research in the Arab World Dr. Anies Al-Hroub
President of the World Council for Gifted and Talented Children
Prof. of Educational Psychology and Special Education, AUB, Lebanon
Visiting Scholar, University of Cambridge, UK<br>
President of the World Council for Gifted and Talented Children
Prof. of Educational Psychology and Special Education, AUB, Lebanon
Visiting Scholar, University of Cambridge, UK<br>
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Introduction Early Childhood Education (ECE) is widely recognized as a critical period for cognitive, socio-emotional, and physical development, laying the groundwork for lifelong learning and social participation.
Yet, despite global recognition, ECE remains one of the most inequitable and underdeveloped sectors in many parts of the Global South, including the Arab world.<br>
Yet, despite global recognition, ECE remains one of the most inequitable and underdeveloped sectors in many parts of the Global South, including the Arab world.<br>
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Introduction Approximately half of the world’s pre-primary-aged children—175 million—are not enrolled in any organized learning program, and 80% of these children live in low-income countries (UNICEF, 2019).
In the Arab region, the gross enrolment ratio (GER) for ages 3–4 averaged 27% in 2016, with stark disparities between and within countries (Al-Hroub, 2024; UNESCO Institute for Statistics [UIS], 2023).<br>
In the Arab region, the gross enrolment ratio (GER) for ages 3–4 averaged 27% in 2016, with stark disparities between and within countries (Al-Hroub, 2024; UNESCO Institute for Statistics [UIS], 2023).<br>
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Decolonizing Education Decolonizing education is a multifaceted approach to education that actively challenges and dismantles colonial structures, ideologies, and practices within educational systems.
It aims to create more equitable and inclusive learning environments by centering marginalized perspectives, particularly those of Indigenous and formerly colonized peoples.<br>
It aims to create more equitable and inclusive learning environments by centering marginalized perspectives, particularly those of Indigenous and formerly colonized peoples.<br>
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Decolonizing Education For ECE, decolonization is not about rejecting all external influence; rather,
It is about reclaiming the right to define what constitutes quality early learning in each community, embedding cultural identity, linguistic rights, and social justice in the earliest years of education.<br>
It is about reclaiming the right to define what constitutes quality early learning in each community, embedding cultural identity, linguistic rights, and social justice in the earliest years of education.<br>
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Why Decolonize ECEC? Colonial and postcolonial systems continue to shape educational policies and priorities.
In the Arab world, these legacies are compounded by postcolonial political economies, donor dependency, and—in many contexts—protracted crises.
Research and practice are dominated by Western theories and benchmarks (e.g., OECD, UNESCO) that may overlook cultural, linguistic, and indigenous/local knowledge.<br>
In the Arab world, these legacies are compounded by postcolonial political economies, donor dependency, and—in many contexts—protracted crises.
Research and practice are dominated by Western theories and benchmarks (e.g., OECD, UNESCO) that may overlook cultural, linguistic, and indigenous/local knowledge.<br>
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Decolonization in Early Childhood Education Building on these frameworks, decolonization in ECE can be understood along four dimensions:
Epistemic Decolonization – Centering local knowledge, histories, and child-rearing philosophies.
Linguistic Decolonization – Protecting and promoting mother tongue instruction in early years.
Pedagogical Decolonization – Replacing rote, top-down teaching with inquiry-based, culturally responsive pedagogy.
Structural Decolonization – Reforming governance, funding, and teacher preparation systems to reduce dependency on external models.<br>
Epistemic Decolonization – Centering local knowledge, histories, and child-rearing philosophies.
Linguistic Decolonization – Protecting and promoting mother tongue instruction in early years.
Pedagogical Decolonization – Replacing rote, top-down teaching with inquiry-based, culturally responsive pedagogy.
Structural Decolonization – Reforming governance, funding, and teacher preparation systems to reduce dependency on external models.<br>
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Historical Context of ECE in the Arab World Legacies of Colonial Education
Post-Independence Reforms
Neoliberal and Donor-Driven Reforms<br>
Post-Independence Reforms
Neoliberal and Donor-Driven Reforms<br>
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Legacies of Colonial Education In North Africa, French colonial policies focused on assimilating elites through French-language education (Limage, 2000).
In the Levant, British/French mandates encouraged English/French and Western curricula.
Ottoman educational systems left a legacy of centralized control and religious schooling.
ECEC provision under colonial regimes was minimal and largely reserved for urban elites.<br>
In the Levant, British/French mandates encouraged English/French and Western curricula.
Ottoman educational systems left a legacy of centralized control and religious schooling.
ECEC provision under colonial regimes was minimal and largely reserved for urban elites.<br>
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Legacies of Colonial/Postcolonial Education Examples
In Palestine and Lebanon, fragmented governance leaves ECE to NGOs with no unified policy.
UNRWA excludes kindergarten from its mandate due to funding priorities—reflecting political/colonial hierarchies of “essential vs. non-essential” education.
This reproduces inequalities (e.g., Overcrowding, limited infrastructure, and inconsistent pedagogies result in uneven developmental outcomes).<br>
In Palestine and Lebanon, fragmented governance leaves ECE to NGOs with no unified policy.
UNRWA excludes kindergarten from its mandate due to funding priorities—reflecting political/colonial hierarchies of “essential vs. non-essential” education.
This reproduces inequalities (e.g., Overcrowding, limited infrastructure, and inconsistent pedagogies result in uneven developmental outcomes).<br>
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Post-Independence Reforms Many Arab states embarked on Arabization policies to replace colonial languages with Arabic in public education.
Colonial languages often retained dominance, particularly in private pre-primary schools (Al-Hroub, 2024).
Expansion of ECE was slow, with most countries prioritizing primary and secondary education.
Example – Libya under Gaddafi’s regime.<br>
Colonial languages often retained dominance, particularly in private pre-primary schools (Al-Hroub, 2024).
Expansion of ECE was slow, with most countries prioritizing primary and secondary education.
Example – Libya under Gaddafi’s regime.<br>
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Neoliberal and Donor-Driven Reforms From the 1990s onwards, structural adjustment programs and global education agendas encouraged privatization and public–private partnerships in ECE (World Bank, 2018).
While these increased enrollment in some countries, they also deepened inequalities, as quality provision became tied to the ability to pay.
Donor-funded ECE initiatives often imported Western curricula without full adaptation to local contexts (Al-Hroub et al., 2025).<br>
While these increased enrollment in some countries, they also deepened inequalities, as quality provision became tied to the ability to pay.
Donor-funded ECE initiatives often imported Western curricula without full adaptation to local contexts (Al-Hroub et al., 2025).<br>
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Current State of ECE in the Arab World Access and Enrollment
Gross enrolment ratio in pre-primary education across selected Arab states In Morocco, children from the richest quintile are almost five times more likely to attend pre-primary than those from the poorest quintile (UNICEF, 2020).<br>
Gross enrolment ratio in pre-primary education across selected Arab states In Morocco, children from the richest quintile are almost five times more likely to attend pre-primary than those from the poorest quintile (UNICEF, 2020).<br>
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Current State of ECE in the Arab World Teacher Workforce
Teacher–child ratios (PTR) vary from 8:1 in the Gulf states to over 30:1 in parts of Sudan and Yemen.
Many teachers lack specialized ECE qualifications; in Lebanon, only 38% of KG teachers hold a degree in early childhood education (Al-Hroub et al., 2025).
Governance and Regulation
ECE governance is often fragmented between ministries of education, social affairs, and health, leading to inconsistent standards and duplication of efforts.
This fragmentation weakens regulatory oversight, especially in the private sector.<br>
Teacher–child ratios (PTR) vary from 8:1 in the Gulf states to over 30:1 in parts of Sudan and Yemen.
Many teachers lack specialized ECE qualifications; in Lebanon, only 38% of KG teachers hold a degree in early childhood education (Al-Hroub et al., 2025).
Governance and Regulation
ECE governance is often fragmented between ministries of education, social affairs, and health, leading to inconsistent standards and duplication of efforts.
This fragmentation weakens regulatory oversight, especially in the private sector.<br>
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Current State of ECE in the Arab World Absence of Public Sector Engagement and Overreliance on Private Provision
In several Arab countries, ECE services are largely left to the private sector. In Jordan and Tunisia, for example,
Research shows that private ECE providers cater mainly to wealthier (upper- and middle-class) families,
leaving lower-income individuals with no access to quality ECE.<br>
In several Arab countries, ECE services are largely left to the private sector. In Jordan and Tunisia, for example,
Research shows that private ECE providers cater mainly to wealthier (upper- and middle-class) families,
leaving lower-income individuals with no access to quality ECE.<br>
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Current State of ECE in the Arab World Saudi Arabia faces challenges related to insufficient government funding for ECE programs, especially in rural areas, leading to uneven access and quality between areas (Shehadeh, 2008). Lebanon’s ECE programs have historically relied on private funding. Public sector ECE programs are often underfunded, resulting in limited access for disadvantaged populations, particularly during political & economic crises (MEHE, 2021). Governmental Funding and Support Egypt’s policies and financial support were insufficient, leaving many early childhood programs underfunded and reliant on private or informal sectors. (نصار، 2014)<br>
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Current State of ECE in the Arab World Governmental Funding and Support Jordan and Lebanon Significant ECE services are underfunded Public sector involvement is weak Resources are concentrated in urban areas The integration of refugee children into the national ECE system: slow due to economic constraints (UNICEF, 2023).
The government has struggled to provide the necessary resources to expand public ECE services. (OECD, 2020; Shehadeh, 2008)<br>
The government has struggled to provide the necessary resources to expand public ECE services. (OECD, 2020; Shehadeh, 2008)<br>
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Current State of ECE in the Arab World Regional Disparities In Morocco, rural regions face significant challenges in ECD access.
Lack of public infrastructure.
Urban areas benefit from better-funded private ECD services (UNICEF, 2023). In Tunisia, gaps persist in terms of the quality of services available (UNICEF, 2023).
A 2015 UNICEF study found that children from rural areas were still less likely to receive high-quality early education.<br>
Lack of public infrastructure.
Urban areas benefit from better-funded private ECD services (UNICEF, 2023). In Tunisia, gaps persist in terms of the quality of services available (UNICEF, 2023).
A 2015 UNICEF study found that children from rural areas were still less likely to receive high-quality early education.<br>
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Current State of ECE in the Arab World Research Gaps
Most Arab ECEC research is framed by Western developmental psychology rather than local pedagogies.
Limited data on refugee children’s pre-primary experiences due to political marginalization (e.g., lack of UNRWA statistics).
Need for participatory research with Arab educators, families, and children.
Most research articles are published in English.
Several Arab Journals on ECE, e.g., مجلة الطفولة العربية (الكويت)، مجلة الطفولة (جامعة القاهرة – مصر)<br>
Most Arab ECEC research is framed by Western developmental psychology rather than local pedagogies.
Limited data on refugee children’s pre-primary experiences due to political marginalization (e.g., lack of UNRWA statistics).
Need for participatory research with Arab educators, families, and children.
Most research articles are published in English.
Several Arab Journals on ECE, e.g., مجلة الطفولة العربية (الكويت)، مجلة الطفولة (جامعة القاهرة – مصر)<br>
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Case Studies Gulf States:
UAE, Qatar, and Kuwait report some of the highest ECE enrolment rates in the region, often exceeding 90% (UIS, 2023).
THE provision is heavily dominated by private providers, many of which follow Western or international curricula.
Bahrain and Oman have initiated efforts to localize their curricula, incorporating Arabic literature and regional environmental themes into early years programs.<br>
UAE, Qatar, and Kuwait report some of the highest ECE enrolment rates in the region, often exceeding 90% (UIS, 2023).
THE provision is heavily dominated by private providers, many of which follow Western or international curricula.
Bahrain and Oman have initiated efforts to localize their curricula, incorporating Arabic literature and regional environmental themes into early years programs.<br>
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Case Studies Lebanon:
NGOs leading KG education for Palestinian refugees, but the quality is uneven due to a lack of a national framework.
Palestine:
Political instability and occupation fragment ECEC systems, undermining children’s right to consistent access.
Egypt & Libya:
Colonial histories and post-revolution instability show how governance gaps hinder ECEC expansion.<br>
NGOs leading KG education for Palestinian refugees, but the quality is uneven due to a lack of a national framework.
Palestine:
Political instability and occupation fragment ECEC systems, undermining children’s right to consistent access.
Egypt & Libya:
Colonial histories and post-revolution instability show how governance gaps hinder ECEC expansion.<br>
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Palestine: ECE Under Occupation ECE provision is fragmented across public, private, and NGO sectors. The GER is relatively high at the pre-primary level (around 79% in 2022), but access is severely disrupted in conflict-affected areas, particularly in Gaza.
The systematic destruction of schools and ECE facilities, along with restrictions on teacher movement, undermines both quality and continuity.
UNRWA plays a pivotal role in delivering ECE to Palestinian refugees in camps.
Yet, funding instability remains a critical barrier, with year-to-year budget shortfalls impacting staffing and materials.<br>
The systematic destruction of schools and ECE facilities, along with restrictions on teacher movement, undermines both quality and continuity.
UNRWA plays a pivotal role in delivering ECE to Palestinian refugees in camps.
Yet, funding instability remains a critical barrier, with year-to-year budget shortfalls impacting staffing and materials.<br>
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Palestine: ECE Under Occupation Structural inequalities: The Israeli occupation directly affects access — restrictions on movement, destruction of facilities, and lack of stable governance undermine continuity of services.
Decolonial insight: Palestine’s ECE struggles illustrate how colonial occupation perpetuates dependence on NGOs and donors, fragmenting education and preventing sovereign development of ECE systems.<br>
Decolonial insight: Palestine’s ECE struggles illustrate how colonial occupation perpetuates dependence on NGOs and donors, fragmenting education and preventing sovereign development of ECE systems.<br>
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Libya Colonial legacy: ECE has been underdeveloped since colonial times, with little investment even before the 2011 uprising.
Qaddafi era:
Early childhood services were minimal, reflecting prioritization of other state agendas.
Post-2011 instability: Civil conflict and governance fragmentation severely hindered the development of structured ECE.
Current challenges:
Minimal public KG provision.
Dependence on families or informal arrangements, with little systemic oversight.
Shortage of trained teachers and weak institutional frameworks.
Decolonial insight: Libya shows how colonial neglect, authoritarian underinvestment, and conflict combine to delay the institutionalization of early childhood services (Gadour, 2025).<br>
Qaddafi era:
Early childhood services were minimal, reflecting prioritization of other state agendas.
Post-2011 instability: Civil conflict and governance fragmentation severely hindered the development of structured ECE.
Current challenges:
Minimal public KG provision.
Dependence on families or informal arrangements, with little systemic oversight.
Shortage of trained teachers and weak institutional frameworks.
Decolonial insight: Libya shows how colonial neglect, authoritarian underinvestment, and conflict combine to delay the institutionalization of early childhood services (Gadour, 2025).<br>
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Lebanon Fragmented provision: UNRWA covers compulsory basic education but does not include kindergartens in its mandate. NGOs and community organizations fill the gap, leading to highly inconsistent quality.
Refugee context:~3/4 of Palestinian refugee children aged 4–5 attend some form of KG, but most facilities have substandard conditions (poor sanitation, unsafe play areas, overcrowding).
The influx of Syrian refugees (including 60,000 Palestinian refugees from Syria) further strained capacity, creating overcrowding and reduced quality.
NGO initiatives: Training programs (e.g., by the Welfare Association, ANERA, NRC) introduced literacy, numeracy, multisensory approaches, inclusive education, and trauma-informed strategies.
Colonial/decolonial lens: Reliance on NGOs and exclusion from national policy reflects marginalization of refugee children and a system shaped by external donor priorities rather than locally-led frameworks.<br>
Refugee context:~3/4 of Palestinian refugee children aged 4–5 attend some form of KG, but most facilities have substandard conditions (poor sanitation, unsafe play areas, overcrowding).
The influx of Syrian refugees (including 60,000 Palestinian refugees from Syria) further strained capacity, creating overcrowding and reduced quality.
NGO initiatives: Training programs (e.g., by the Welfare Association, ANERA, NRC) introduced literacy, numeracy, multisensory approaches, inclusive education, and trauma-informed strategies.
Colonial/decolonial lens: Reliance on NGOs and exclusion from national policy reflects marginalization of refugee children and a system shaped by external donor priorities rather than locally-led frameworks.<br>
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Egypt Egypt saw a decade of instability following the 2011 revolution, which affected the education sector, including ECE.
Provision:
Significant growth in KG enrolment since the 2000s, but availability remains uneven, especially in rural areas.
Private provision dominates urban centers, creating affordability challenges for low-income families.
Policy reforms: The Government attempted to expand pre-primary access, but political disruption slowed reforms. Equity concerns: Persistent rural-urban disparities and socio-economic divides limit universal access.
Decolonial insight: Egypt’s ECE has been shaped by global donor frameworks (e.g., World Bank, UNICEF) and neoliberal reforms that emphasize expansion over culturally grounded quality (Tolba & Hashem, 2025).<br>
Provision:
Significant growth in KG enrolment since the 2000s, but availability remains uneven, especially in rural areas.
Private provision dominates urban centers, creating affordability challenges for low-income families.
Policy reforms: The Government attempted to expand pre-primary access, but political disruption slowed reforms. Equity concerns: Persistent rural-urban disparities and socio-economic divides limit universal access.
Decolonial insight: Egypt’s ECE has been shaped by global donor frameworks (e.g., World Bank, UNICEF) and neoliberal reforms that emphasize expansion over culturally grounded quality (Tolba & Hashem, 2025).<br>
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Conclusion: Towards Decolonized Practices Decolonizing ECEC means reclaiming education as cultural survival, resilience, and justice.
It requires dismantling inherited inequalities from colonial governance and donor-driven agendas.
Arab-led, community-driven models can ensure children’s rights to equity, belonging, and quality early learning.
These case studies collectively reveal why decolonizing ECE in the Arab world requires shifting from donor-driven, fragmented, and crisis-responsive models to rights-based, locally led, culturally grounded systems.<br>
It requires dismantling inherited inequalities from colonial governance and donor-driven agendas.
Arab-led, community-driven models can ensure children’s rights to equity, belonging, and quality early learning.
These case studies collectively reveal why decolonizing ECE in the Arab world requires shifting from donor-driven, fragmented, and crisis-responsive models to rights-based, locally led, culturally grounded systems.<br>
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Conclusion: Towards Decolonized Practices Embrace critical pedagogy that links children’s learning to social realities of war, displacement, and inequality.
Invest in teacher professional development rooted in cultural and linguistic diversity, not just imported curricula.<br>
Invest in teacher professional development rooted in cultural and linguistic diversity, not just imported curricula.<br>
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Research Recommendations Use methodological approaches, such as Participatory Action Research (PAR), or community-based participatory research, and ross-Arab Early Childhood Education (ECE) studies.
Design studies that reflect children’s lived realities through culturally relevant tools (e.g., play-based interviews, drawings, storytelling).
Center Arab educators and families in knowledge production.
Embed local knowledge and languages in research.<br>
Design studies that reflect children’s lived realities through culturally relevant tools (e.g., play-based interviews, drawings, storytelling).
Center Arab educators and families in knowledge production.
Embed local knowledge and languages in research.<br>
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Policy Pathways for Decolonizing ECE in the Arab World The following policy directions synthesize insights from the preceding analysis and align with the four dimensions of decolonization (epistemic, linguistic, pedagogical, structural):<br>
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Legislative and Governance Reforms Unified ECE Framework: Consolidate governance under a single national body or well-coordinated inter-ministerial council to standardize quality, teacher qualifications, and monitoring.
Legal Guarantees for ECE: Enshrine universal access to at least one year of free pre-primary education in national constitutions or education laws, similar to Brazil’s constitutional guarantee.
Integration with Social Protection: Link ECE provision to child health, nutrition, and social safety net programs to address multiple dimensions of child well-being.<br>
Legal Guarantees for ECE: Enshrine universal access to at least one year of free pre-primary education in national constitutions or education laws, similar to Brazil’s constitutional guarantee.
Integration with Social Protection: Link ECE provision to child health, nutrition, and social safety net programs to address multiple dimensions of child well-being.<br>
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Epistemic and Linguistic Decolonization Home Language Instruction: Make Arabic the foundation for early literacy, introducing second languages gradually in a bilingual model.
Local Curriculum Development: Collaborate with local educators and cultural practitioners to integrate local stories, games, and problem-solving approaches.
Knowledge Sovereignty: Establish national research centers on early childhood education to generate locally relevant data and reduce dependency on external studies.<br>
Local Curriculum Development: Collaborate with local educators and cultural practitioners to integrate local stories, games, and problem-solving approaches.
Knowledge Sovereignty: Establish national research centers on early childhood education to generate locally relevant data and reduce dependency on external studies.<br>
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Pedagogical Reform Play-Based, Culturally Responsive Pedagogy: Shift from rote instruction to child-centered learning that draws on local cultural practices.
Trauma-Informed Teacher Training: Integrate socio-emotional learning and trauma-awareness into all ECE teacher preparation programs, especially in war and occupation zones (e.g., Palestine, Lebanon, and Syria).
Inclusive Education: Ensure sustained teacher preparation includes strategies for including children with disabilities, refugee children, and linguistic diversity.<br>
Trauma-Informed Teacher Training: Integrate socio-emotional learning and trauma-awareness into all ECE teacher preparation programs, especially in war and occupation zones (e.g., Palestine, Lebanon, and Syria).
Inclusive Education: Ensure sustained teacher preparation includes strategies for including children with disabilities, refugee children, and linguistic diversity.<br>
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Funding and Sustainability Progressive Public Funding: Allocate a dedicated percentage of the education budget to ECE, prioritizing underserved regions.
Reduced Donor Dependency: Transition from project-based donor funding to sustainable, nationally budgeted ECE systems.
Public–Community Partnerships: Support community-led ECE centers with public funding and technical support to strengthen local ownership.<br>
Reduced Donor Dependency: Transition from project-based donor funding to sustainable, nationally budgeted ECE systems.
Public–Community Partnerships: Support community-led ECE centers with public funding and technical support to strengthen local ownership.<br>
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References Al-Hroub, A., Akar, B., & El Zein, F. (2025). Political and Social Intersections of Early Childhood Education Rights for Lebanese and Refugee Children in Lebanon. In V. Sollars, M. Toran & S. El Tayeb El-Kogali, Early childhood education in the Mediterranean: Availability, accessibility and affordability of services. BRILL publishers.
Al-Hroub, A., Issa, G., & Skafi, F. (2022). The effectiveness of three parenting programs implementations based on the HEPPP (Health, Early Learning, Protection Parenting Program) among Lebanese and refugee parents living in Lebanon. ARC.
Al Shanawani, H. M. M. (2023). The current status and future prospects of early childhood education in Saudi Arabia and in light of Saudi Vision 2030. Information Sciences Letters, 12(6), 2475-2489. https://doi.org/10.18576/isl/120646
Arab Network for Early Childhood Development. (2020). Strategy 2020-2022.
Arab Network for Early Childhood. (2022). Situational assessment of young children and their families during the multi-layered crisis in Lebanon.
Arab Network for Early Childhood. (2022). The status of parents and caregivers during crises in six Arab countries: The case of COVID-19 pandemic.<br>
Al-Hroub, A., Issa, G., & Skafi, F. (2022). The effectiveness of three parenting programs implementations based on the HEPPP (Health, Early Learning, Protection Parenting Program) among Lebanese and refugee parents living in Lebanon. ARC.
Al Shanawani, H. M. M. (2023). The current status and future prospects of early childhood education in Saudi Arabia and in light of Saudi Vision 2030. Information Sciences Letters, 12(6), 2475-2489. https://doi.org/10.18576/isl/120646
Arab Network for Early Childhood Development. (2020). Strategy 2020-2022.
Arab Network for Early Childhood. (2022). Situational assessment of young children and their families during the multi-layered crisis in Lebanon.
Arab Network for Early Childhood. (2022). The status of parents and caregivers during crises in six Arab countries: The case of COVID-19 pandemic.<br>
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References Kotrane, H. (2022). Third strategic research model review of child rights laws and legislations in the Arab countries (Lebanon, Jordan, Palestine, Egypt, Tunisia and Morocco as a model). Arab Network for Early Childhood (ANECD).
Ministry of Education and Higher Education. (2021). Lebanon five-year general education plan (2021-2025).
Organisation for Economic Co-operation and Development (OECD). (2020). Education in Saudi Arabia. OECD Publishing. Chapter 5: Strengthening the Foundations for Learning.
Shehadeh, H. M. (2008). Approaching the problem of equity, quality and access of early childhood care and education: A descriptive analysis of growth and development in the Arab states (Doctoral dissertation, Seton Hall University). ProQuest Dissertations Publishing.
UNICEF. (2023). Overview of the situation of early childhood development in the Middle East and North Africa region. UNICEF Regional Office for the Middle East and North Africa.
United Nations Economic and Social Commission for Western Asia (ESCWA). (2016). Evolution of opportunities for early childhood development in Arab countries. United Nations.<br>
Ministry of Education and Higher Education. (2021). Lebanon five-year general education plan (2021-2025).
Organisation for Economic Co-operation and Development (OECD). (2020). Education in Saudi Arabia. OECD Publishing. Chapter 5: Strengthening the Foundations for Learning.
Shehadeh, H. M. (2008). Approaching the problem of equity, quality and access of early childhood care and education: A descriptive analysis of growth and development in the Arab states (Doctoral dissertation, Seton Hall University). ProQuest Dissertations Publishing.
UNICEF. (2023). Overview of the situation of early childhood development in the Middle East and North Africa region. UNICEF Regional Office for the Middle East and North Africa.
United Nations Economic and Social Commission for Western Asia (ESCWA). (2016). Evolution of opportunities for early childhood development in Arab countries. United Nations.<br>
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References الكوغلي، ص.، & كرافت، ك. (2015). توسيع نطاق الفرص للجيل القادم: تنمية الطفولة المبكرة في الشرق الأوسط وشمال أفريقيا. البنك الدولي للإنشاء والتعمير.
مرتضى، س.، & الياس، أ. (2010). المؤتمر العربي الإقليمي حول رعاية وتربية الطفولة المبكرة. مجلة جامعة دمشق.
نصار، ع. ع. (2014). تصور مقترح لتفعيل سياسات تربية الطفولة المبكرة في مصر في ضوء أهداف المبادرة الدولية للتعليم للجميع. رسالة الخليج العربي، 35(133)، 95-139.<br>
مرتضى، س.، & الياس، أ. (2010). المؤتمر العربي الإقليمي حول رعاية وتربية الطفولة المبكرة. مجلة جامعة دمشق.
نصار، ع. ع. (2014). تصور مقترح لتفعيل سياسات تربية الطفولة المبكرة في مصر في ضوء أهداف المبادرة الدولية للتعليم للجميع. رسالة الخليج العربي، 35(133)، 95-139.<br>
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Decolonizing Early Childhood Education Practices and Research in the Arab World Dr. Anies Al-Hroub
President of the World Council for Gifted and Talented Children
Prof. of Educational Psychology and Special Education, AUB, Lebanon
Visiting Scholar, University of Cambridge, UK<br>
President of the World Council for Gifted and Talented Children
Prof. of Educational Psychology and Special Education, AUB, Lebanon
Visiting Scholar, University of Cambridge, UK<br>
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