Early Childhood in Your Hands
This quick reference guide offers crucial insights into early childhood and the associated laws, rights, and challenges The Maria Cecilia Souto Vidigal Foundation employs evidence-based approaches across various sectors to promote, support, and raise awareness about how sowing the seeds of full development during the early years — up to I L LUST R AT I O N : Anna Cunha
age 6 — means harvesting lifelong benefits. A well-nurtured child blossoms into an autonomous, productive, and healthy adult. The effects of childhood care have profound implications across various domains, influencing
both personal outcomes and the broader socioeconomic landscape of a nation. This guide serves as a handy resource, furnishing essential data, legislative frameworks, and compelling arguments in support of early childhood
more than 60 years,
With a history spanning the Maria Cecilia Souto Vidigal Foundation has been committed since 2007 to ensuring that children in early childhood have the right to reach their full potential and are made a national priority
Mission Target 4.2 of the UN 2030 Agenda
“By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”
Strategy
Advancing public policies and mobilizing society for early childhood
Initiative Maria Cecilia Souto Vidigal Foundation
Maria Cecilia Souto Vidigal Foundation Team
Public Policy Marina Fragata Chicaro (director) Beatriz Abuchaim (manager) Karina Fasson (manager) Public Awareness Committee Paula Perim (director) Sheila Ana Calgaro (manager) André Vieira (analyst)
President and CEO Ana Maria Drummond Operations Leonardo Hoçoya (director) Carine Jesus (manager)
Credits (2026 edition) Coordination, writing, and editing André Vieira Designer MAM.Estúdio Design Translation Todd Harkin, Harkin Translations
/FundacaoMaria CeciliaSoutoVidigal
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fundacaomariacecilia.org.br
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@fundacao mariacecilia
Poverty, Hunger, and Violence: Urgent Challenges
18.1 million THIS REPRESENTS THE NUMBER OF CHILDREN aged 0 to 6 in Brazil...
... who account for
8.9%
of the entire population...
ESSENTIAL, BUT UNKNOWN Despite its enormous importance for the development of individuals and society, early childhood is still poorly understood in Brazil, as shown by ‘Panorama da Primeira Infância’ (‘Early Childhood Overview’), a public opinion survey commissioned by the Maria Cecilia Souto Vidigal Foundation and conducted by Datafolha. The survey revealed that: 2
42% of the Brazilian population DOES NOT KNOW WHAT THE TERM “EARLY CHILDHOOD” MEANS
2%
Only CORRECTLY ANSWER THAT EARLY CHILDHOOD IS FROM 0 TO 6 YEARS OLD, when asked about the age range of this phase
54% AFFIRM THAT CHILDREN HAVE RIGHTS guaranteed by law, which must be ensured by the family, society, and the federal government
20%
However, believe that only the family should decide what is best for children, WITHOUT INTERFERENCE FROM THE LAW
... with demographics as follows:
54% Black 44.7 % White 1% Indigenous 0.2% of Asian descent
1
Of all registered infants and children ages 0-6 in Brazil,
11.5 million
(63.2%) LIVE IN LOWINCOME FAMILIES (with monthly per capita income of up to half the minimum wage) 3
70.5% OF
FAMILIES WITH CHILDREN IN EARLY CHILDHOOD ARE HEADED BY SINGLE MOTHERS, most of whom are Black (71.6%) 3
5 in 10 children in early childhood are enrolled in the Bolsa Família Program 4
1 Demographic Census, Brazilian Institute of Geography and Statistics (IBGE), 2022 2 Panorama da Primeira Infância: O que o Brasil sabe, vive e pensa sobre os primeiros seis anos de vida, Fundação Maria Cecilia Souto Vidigal, 2025 3 CadÚnico Observatory, Ministry of Development and Social Assistance, Family and the Fight Against Hunger, 2026 4 Estudo sobre acompanhamento e não cumprimento de condicionalidades do Programa Bolsa Família para a primeira infância, Ministry of Development and Social Assistance, Family and the Fight Against Hunger, 2026
E A R LY C H I L D H O O D I N B R A Z I L
A portrait of early childhood in Brazil
DECLINING PROTECTION
Coverage of essential vaccines at birth and during the first year of life (%) 2015 E A R LY C H I L D H O O D I N B R A Z I L
90% target
2025
95% target
INFANT MORTALITY HAS FALLEN, BUT THE CHALLENGE REMAINS
The mortality rate per 1,000 live births among children under age 1 has declined in recent decades, although it remains high 9 47.1
105 99.8
95.3
91
90.9 100.2
96.3 88.7
96 92.9
26.1 BCG
Rotavirus
Hepatitis B
Pentavalent
MMR (1st dose)
16
S O U RC E : National Health Data Network, Ministry of Health
2020
2024
1990
FACES FOOD INSECURITY 5
...AND IT AFFECTS INDIGENOUS CHILDREN MORE SEVERELY
Their mortality rate is more than twice that recorded among other children 10
11.4% of babies
born each year in Brazil are born to ADOLESCENT MOTHERS (up to age 19), but rates are above the national average in the North (18.5%) and Northeast (13.7%) 6
2010
12.6
1 in 3 babies and children aged 0 to 4
2000
11.5
Indigenous
9.5% of babies
(more than 226,000 per year) are BORN AT A LOW BIRTH WEIGHT of less than 2.5 kg 7
10.3% of all rape victims are UNDER AGE 4. In nearly 84% of cases, the perpetrator is a FAMILY MEMBER OR ACQUAINTANCE 8
34.9 34.7
2018 2022
Non-Indigenous 2018 13.3 2022 14.2
66.2% of deaths
among children under age 1 are caused by factors considered PREVENTABLE
SOURCE: DataSUS, Ministry of Health, 2023
5 Pnad Continua Segurança Alimentar, IBGE, 2024, 6 , 7 e 9 Ministry of Health | Analysis: Fundação Abrinq 8 Anuário Brasileiro da Segurança Pública 2025, Fórum Brasileiro de Segurança Pública 10 Desigualdades em saúde de crianças indígenas, Comitê Científico do Núcleo Ciência Pela Infância, 2024
BIBLIOTECA.fmcsv.org.br
Understanding how care and the environment influence brain development underscores the critical importance of the first few years of life THE IMPACT OF STIMULI
A child’s full development is deeply influenced by their interactions with the world
Playing, talking, singing, and reading to infants and toddlers
provides them with the best stimuli for learning. Children who receive consistent attention from caregivers from an early age and interact in a secure environment tend to be emotionally healthier and develop advanced motor, cognitive, and socio-emotional skills
THE EMOTIONAL BOND THAT FORMS THROUGH CONSISTENT CAREGIVING is vital for a child’s emotional development 1
BRAIN DEVELOPMENT BEGINS EVEN BEFORE BIRTH. CARE DURING PREGNANCY IS CRUCIAL, as many vital structures are actively forming and maturing 2
LIVING IN ENVIRONMENTS CHARACTERIZED BY VIOLENCE, POVERTY, ABUSE, AND NEGLECT can lead to changes that adversely impact a child over their academic careers 3
1 and 3 Importância dos vínculos familiares na primeira infância, Núcleo Ciência Pela Infância, 2016 2 De Casper, A. J.; Fifer, W.P., Of human bonding: newborn prefer their mothers’ voices. Science, 1980
CHILD DEVELOPMENT
Child Development
CHILD DEVELOPMENT
While the brain retains the plasticity to learn throughout life, the speed of learning peaks during early childhood 4
90
IN THE FIRST FEW YEARS OF LIFE, brain connections form at a rate of
1 million
per second, making this the most critical phase for neurological development 5
of a child’s brain connections have already formed by age 6 6
DESPITE THIS BODY OF EVIDENCE, THE BRAZILIAN POPULATION STILL DOES NOT ASSOCIATE EARLY CHILDHOOD WITH THE PERIOD OF GREATEST DEVELOPMENTAL POTENTIAL: 7
Only 15% identify early childhood as the stage marked by the most significant physical, emotional, and learning development For the majority (84%), this peak of development is perceived as occurring later in life, particularly during adolescence (25%) or adulthood (41%)
ESSENTIAL NEEDS FOR EARLY CHILDHOOD: GOOD HEALTH
Includes physical and emotional Monitoring, disease prevention, access to healthcare services, and promotion of wellness activities PROPER NUTRITION
Balanced nutrition during pregnancy, exclusive breastfeeding for at least the first six months, and food security for the family RESPONSIVE CAREGIVING
Focuses on guiding caregivers to foster strong bonds and provide proper care for children SAFETY AND SECURITY
Protects against poverty and mistreatment and supports caregivers EARLY CHILDHOOD EDUCATION
Ensures access to services and activities that promote development These elements comprise Nurturing Care, which integrates five critical components to support holistic development in early childhood. This model also serves as a crucial framework for public policies targeting young children SOURCE: World Health Organization (WHO), Unicef, and World Bank
4 Singer W., Development and plasticity of cortical processing architectures science, 1995 5 Center on the Developing Child at Harvard University, In brief: the science of early childhood development, 2007 6 United Nations Children’s Fund (Unicef), Annual Report of the United Nations Children’s Fund, Brazil, 2006 7 Panorama da Primeira Infância: O que o Brasil sabe, vive e pensa sobre os primeiros seis anos de vida, Fundação Maria Cecilia Souto Vidigal, 2025
BIBLIOTECA.fmcsv.org.br
Early childhood is shaped by play and interaction with the world. Through play, children grow, activate their imagination, move their bodies, and learn to relate to others and their environment
Above all, play is a right
Just as life, equality, and safety are fundamental rights of all citizens, play is a right guaranteed to children by Brazil’s 1988 Federal Constitution and the 1990 ‘Estatuto da Criança e do Adolescente’ (‘Child and Adolescent Statute’ – ECA), which recognizes “play, sports, and recreation” as expressions of the right to freedom. The 2016 Legal Framework on Early Childhood further establishes that the federal government must ensure adequate and safe public spaces for play. It also requires that children’s voices be heard and considered in the planning and maintenance of these spaces. Brazil’s National Learning Standards (BNCC), which define the essential learning content for each stage of basic education, recognize play as one of the six learning and development rights to be guaranteed in early childhood education.
EVERY CHILD NEEDS: To imagine Create stories and characters, exploring make-believe and creativity
To move Run, jump, dance, and navigate their surroundings, developing motor skills
Curiosity Experiment with materials, discovering textures, sounds, and colors
Social interaction Engage with other children and adults, learning to share and show respect
Safe spaces Play in environments that foster freedom, free of hazards or restrictions
A lack of time and space to play can hinder a child’s development and compromise their social and emotional well-being
SOURCE: Brincar ajuda o desenvolvimento: O que fazer?, Fundação Maria Cecilia Souto Vidigal, 2015
P L AY
Play is serious business
P L AY
Playing from the first months of life is essential.
May 28
NATIONAL PLAY DAY Recognized internationally by the United Nations Children’s Fund (UNICEF) and celebrated in more than 40 countries, the date raises awareness of the importance of play as a fundamental right for child development. Recognition has also gained momentum in Brazil: in 2025, May 28 was established by law as National Play Day
THE PRIMARY PURPOSE OF PLAY IS TO PROVIDE ENJOYMENT AND PLEASURE — NOT NECESSARILY LEARNING. HOWEVER, IT IS THROUGH PLAY THAT CHILDREN LEARN MORE EFFECTIVELY AND WITH GREATER DEPTH. IT IS BY PLAYING THAT THEY EXPLORE THE WORLD AROUND THEM AND CONNECT WITH THEMSELVES 1
Even in the absence of toys, babies can play by engaging with their caregivers’ gaze, voice, and touch 2
ADULTS PLAY A VITAL ROLE IN CHILDREN’S PLAY. THEY PROVIDE AFFECTION AND HELP BUILD BONDS OF SECURITY AND LOVE. WHILE ADULT INVOLVEMENT IS IMPORTANT, IT IS EQUALLY ESSENTIAL THAT CHILDREN HAVE OPPORTUNITIES TO PLAY ALONE AND WITH PEERS 3
A Brazilian study assessed a home visitation program that encouraged low-income mothers with limited formal education, play and talk more with their babies, fostering attention and speech development. Compared with the control group, these mothers demonstrated
a greater ability to interpret their babies’ communicative signals and were less intrusive, which led their children to vocalize more frequently during interactions 4
According to the Panorama da Primeira Infância survey, a significant portion of the
population still does not associate free play with child development. Among a list of 13 activities, play ranked 10th, and was considered essential by only 63% of Brazilians 5
1 e 3 Nota 10 - Primeira Infância: Brincar é coisa séria, Fundação Maria Cecilia Souto Vidigal, 2012 2 Brincar ajuda o desenvolvimento: O que fazer?, Fundação Maria Cecilia Souto Vidigal, 2015 4 Alvarenga, Patrícia; Mães que recebem orientações em visitas domiciliares sobre como brincar
e se comunicar com seus bebês fortalecem o desenvolvimento dos filhos, Núcleo Ciência Pela Infância (NCPI), 2023 5 Panorama da Primeira Infância: O que o Brasil sabe, vive e pensa sobre os primeiros seis anos de vida, Fundação Maria Cecilia Souto Vidigal, 2025
BIBLIOTECA.fmcsv.org.br
Studies and research from around the globe have proven the economic, social, and health benefits of investing in early childhood
SCIENTIFICALLY SUPPORTED
Enhancing the living conditions of vulnerable children from an early age — by ensuring access to
health,
affection,
safety,
NOBEL PRIZE-WINNING AMERICAN ECONOMIST James Heckman asserts that every dollar invested in high-quality early childhood programs yields a return of seven dollars annually S O U RC E : heckmanequation.org
nutrition,
and high-quality education significantly boosts their prospects for a better present and future
HIGHER SALARIES, ON AVERAGE, for children from disadvantaged backgrounds who attend high-quality daycare centers compared to those who do not have the same opportunities S O U RC E : Heckman, J.; Gertler, P. et al., Labor market returns to an early childhood stimulation intervention in Jamaica, 2014
WHY INVEST
Why invest in Early Childhood
WHY INVEST
HIGH-QUALITY EARLY CHILDHOOD EDUCATION boosts socio-emotional skills and contributes to reducing emotional issues: 1
65%
40%
20%
less likelihood of individuals committing violent crimes
less chance of incarceration
less unemployment risk
Children in early childhood who receive holistic developmental support experience: physical and mental health in adulthood learning conditions professional and income opportunities t endencies towards smoking, alcoholism, crime, and violence chances of teenage pregnancy 2
BRAZIL FAILS TO FULLY DEVELOP 40% of its children’s potential. The national GDP could increase by 158% if all Brazilian children were enabled to develop their skills to their fullest potential 3
LASTING IMPACT OF INVESTMENTS A longitudinal study tracking individuals from early childhood into middle age demonstrates the enduring benefits of holistic developmental support. At the age of 54, these children were healthier than 80% of the children in the other group and earned an average of $10,000 more per year 4
In the long term, children who receive fewer developmental opportunities during early childhood are at a higher risk of becoming impoverished adults, perpetuating what is known as the intergenerational cycle of poverty
CREATING A SOCIETY with more equal opportunities requires that public policies emphasize integrated actions focused specifically on the first few years of life
1 Sneha, E.; Hojman, A.; García, J.L. e Heckman, J., Early childhood education, 2016 2 O impacto do desenvolvimento na primeira infância sobre a aprendizagem, Comitê Científico do Núcleo Ciência Pela Infância, 2014 3 Banco Mundial, 2022 4 García, J.L; Heckman, J.; e Ronda, V., The Lasting Effects of Early Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans, 2021
BIBLIOTECA.fmcsv.org.br
Fostering family awareness of early childhood education benefits, increasing availability, and enhancing quality remain key challenges ENROLLMENT OF CHILDREN AGES 0-5
ACCESS TO EARLY CHILDHOOD EDUCATION is recognized as a fundamental right for children and families, as guaranteed by the Federal Constitution of 1988 1
The previous National Education Plan (PNE) ended in 2025 without meeting its targets of enrolling 50% of children ages 0-3 in child care centers and achieving universal preschool access for children ages 4 and 5. For child care centers, the new PNE (2026-2036) sets targets of expanding enrollment to 60% of children and guaranteeing places for 100% of families that express an interest (known as expressed demand). For preschool, the goal remains universal enrollment. Despite progress, current coverage remains below these targets (%): 2016 2022 2025
30.3 35.9
daycare preschool
41.7
2016
90
2022
91.6 94.9
2025
DISPARITIES IN ACCESS IN THE LOWEST INCOME QUINTILE, only 30% of children attend daycare IN THE HIGHEST INCOME QUINTILE, 55% of the children attend daycare
1.7 million
CHILDREN ELIGIBLE FOR DAYCARE but do not because of access barriers (a lack of facilities or places, or enrollment denied because of age).
284,000
ARE NOT ENROLLED IN PRESCHOOL despite it being a mandatory educational stage
1 CBrazil’s Federal Constitution of 1988 2 Síntese de Indicadores Sociais, IBGE, 2024 3 Pnad Educação, IBGE, 2024
E A R LY C H I L D H O O D E D U C AT I O N I N B R A Z I L
Brazil’s Early Childhood Education Landscape
E A R LY C H I L D H O O D E D U C AT I O N I N B R A Z I L
Conducted with 5-year-old children enrolled in preschool in three Brazilian states, the International Early Learning and Child Well-being Study (IELS) by the Organisation for Economic Co-operation and Development (OECD) revealed a concerning result: Brazil approaches the international average (500 points) in only 3 of the 10 domains assessed: Emergent literacy
502
Emergent numeracy
456
Working memory
468
Inhibitory control
453
Mental flexibility
473
Emotion identification
491
Emotion attribution
501
Prosocial behavior
485
Trust
467
Non-disruptive behavior
461
SOURCE: Aprendizagem, Bem-Estar e Desigualdades na Primeira Infância em 3 Estados
Brasileiros: Evidências do International Early Learning and Child Well-being Study – IELS, Fundação Maria Cecilia Souto Vidigal e Laboratório de Pesquisa em Oportunidades Educacionais (LaPOpE) da Universidade Federal do Rio de Janeiro (UFRJ), 2026
INFRASTRUCTURE: KEY RESOURCES ARE STILL LACKING Resources available at child care centers and preschools (% of facilities with each resource) public private
Children’s playground 45.2
83.3
Patio 75.1 88.9
Age-appropriate bathroom 51.8 86.3
Children’s toys 73.3 94.3
Educational games 83.3
REGULATORY FRAMEWORK FOR EARLY CHILDHOOD EDUCATION: Article 208 of Brazil’s Federal Constitution stipulates the state’s duty to ensure daycare and preschool education for children up to 5 years old The National Education Plan (2014-2024) outlines ten directives to steer Brazilian education from 2014 to 2024 ‘Lei de Diretrizes e Bases da Educação Nacional’ (‘National Education Law’ – LDB) governs the structure of Brazilian education in accordance with constitutional principles Brazil’s National Learning Standards (BNCC) serves as a compulsory reference for developing educational curricula and pedagogical practices for early childhood, elementary, and high school education National Quality Parameters for Early Childhood Education provide standards for the organization, management, and operation of early childhood education institutions
92.9
Art materials 36.8 68.4 SOURCE: School Census, Anísio Teixeira National Institute of Educational Studies
and Research (INEP), 2024
BIBLIOTECA.fmcsv.org.br
Early childhood education is not only a fundamental right of every child but also a critical stage for fostering physical, cognitive, and socio-emotional development that carries lifelong effects. This educational phase, encompassing daycare for children aged 0 to 3 and preschool for those aged 4 to 5, is crucial for addressing inequalities and disrupting intergenerational cycles of poverty ENDURING BENEFITS OF EARLY LEARNING One of the longest-running studies on early childhood education is the Perry Preschool Project in Michigan, USA, led by economist James Heckman. This research tracked 123 children from low-income families who started early education at ages 3 and 4 and compared their progress into adulthood with a control group who did not receive the same educational opportunities. The findings highlighted substantial long-term benefits up to the age of 55, even extending to the children of the original participants 1
First generation 61%
Commitment to education at age 14 (*)
PERRY PRESCHOOL
77%
High school graduation rates
PERRY PRESCHOOL
60% PERRY PRESCHOOL
Earning over $20,000 by age 40
Second generation 38%
67%
CONTROL GROUP
PERRY PRESCHOOL
60%
60%
CONTROL GROUP
PERRY PRESCHOOL
40%
59%
CONTROL GROUP
PERRY PRESCHOOL
Completed secondary education without suspension
Have never been suspended, arrested, or developed an addiction
(*) Measure that factors in performance and turning in homework, to name a few
Employment or selfemployment
40% CONTROL GROUP
40% CONTROL GROUP
42% CONTROL GROUP
T H E VA L U E O F E A R LY C H I L D H O O D E D U C AT I O N
The Value of Early Childhood Education
T H E VA L U E O F E A R LY C H I L D H O O D E D U C AT I O N
DAILY STIMULATION The Abecedarian Project, a landmark American study, engaged 111 children from low-income backgrounds born between 1972 and 1977 with daily developmental interventions. This project spanned from preschool through school age, providing families with essential guidance on nutrition, breastfeeding, health care, and developmental activities, with a strong emphasis on enhancing social, emotional, and language skills. The children were monitored until the age of 35, and the findings demonstrated significant long-term benefits compared to a control group that did not receive similar interventions: 2 • By Age 21: Participants exhibited fewer symptoms of DEPRESSION and led more ACTIVE LIFESTYLES
• By Age 35: Participants had a lower incidence of CARDIOVASCULAR AND METABOLIC DISEASES
• 47% of project participants secured BETTER JOBS, versus 27% of those in the control group • 26% of project participants experienced TEENAGE PREGNANCY, compared to 45% in the control group
Enhanced Academic Achievement
Attendance in preschool is associated with approximately A YEAR’S ADVANCE IN ACADEMIC PERFORMANCE by the time students reach grades 6 through 9 3
LITERACY BOOST Children who attend preschool are five times more likely to acquire reading skills compared to their non-enrolled peers 4
PHYSICAL AND COGNITIVE DEVELOPMENT There is a strong correlation between physical fitness and academic performance in preschoolers; those with higher levels of physical fitness tend to perform better in mathematics, underscoring the importance of holistic development in early childhood education 5
Attendance is Vital Children who were in their second year of preschool in 2021 and who participated in only six months of face-to-face schooling due to the pandemic experienced a learning loss of 10 to 11 months in language and math, highlighting the critical role of preschool attendance in foundational skill development 6
1 Heckman, J.J. & Karapakula, G., Intergenerational and intragenerational externalities of the Perry Preschool Project, 2019 2 Campbell, Ramey, Pungello, Sparling, & Miller-Johnson., Adult Outcomes as a Function of an Early Childhood Educational Program: An Abecedarian Project Follow-Up, 2008 3 Santos, D, et al, Educação Infantil e o Desenvolvimento Individual, Journal of Development Studies, N° 53, 2016 4 Natal, J. F.; Santos, D, Análise Sobre a Relação Entre Saber Ler ou Não e Estar Matriculado ou Não no Ensino Infantil, Fapesp, 2013 5 Bartholo, T. L., Koslinski, M. C., Um Estudo Longitudinal Sobre a Trajetória de Aprendizagem de Crianças, UFRJ, 2019 6 Bartholo, T. L.; Koslinski, M. C.; Tymms, P.; Castro, D. L., Learning loss and learning inequality during the Covid-19 pandemic, 2022
BIBLIOTECA.fmcsv.org.br
Quality early childhood education, encompassing both daycare and preschool care, is not only a child’s right but also a potent tool for reducing inequalities. Research consistently shows that highquality early education yields significant benefits during childhood and well into adulthood, particularly for those in the most vulnerable situations. In the realm of early childhood education, “quality” encompasses several dimensions: a pedagogical framework, professional development, appropriate material and adequate facilities, and enriching and playful practices, where children are at the heart of the learning process
DEFINING QUALITY IN EARLY CHILDHOOD EDUCATION 1 Children and school
Child-centered educational activities
Adult-child and child-child stimulation and interaction
Playful learning and respect for individuality
General
Initial and continuing training for teachers and other professionals
Appropriate infrastructure that includes playgrounds, areas for physical activity, and natural settings, along with child-friendly amenities like toilets and drinking fountains to promote autonomy
Age-appropriate resources, such as books and toys designed specifically for early learning
Democratic governance that fosters strong connections between the school and families
Ongoing assessment of the quality of early childhood education
D E F I N I N G Q UA L I T Y I N E A R LY C H I L D H O O D E D U C AT I O N
Defining Quality in Early Childhood Education
D E F I N I N G Q UA L I T Y I N E A R LY C H I L D H O O D E D U C AT I O N
QUALITY WITH EQUITY Quality early childhood education must also be equitable and benefit every child. Results from Brazil’s IELS, conducted with 5-year-old preschool children, show that those in more vulnerable circumstances score lower in emergent literacy (language) and emergent numeracy (basic mathematical concepts). The data show that socioeconomic and racial inequalities influence opportunities for learning and development from the first few years of life. 1 NUMERACY
International benchmark average: 500 points
SOCIOECONOMIC STATUS (SES)
RACE/COLOR
BOLSA FAMÍLIA
GENDER
High SES Low SES
484 (+55) 429
High SES Low SES
521 (+34) 487
White child Black child White child Black child
463 (+40) 423
Not a beneficiary Beneficiary
477 (+40) 437
Not a beneficiary Beneficiary
513 (+21) 492
Girls Boys
454 458 (+4)
Girls Boys
508 (+11) 497
LITERACY
507 (+17) 490
IELS also analyzed the proportion of children already able to perform certain tasks; those with higher socioeconomic status (SES) achieved better results: RECOGNIZE A SEQUENCE OF WORDS OR NUMBERS
APPLY THE CONCEPTS OF SUBTRACTION AND ADDITION
High SES
Low SES
High SES
Low SES
80%
68%
42%
33%
1 Aprendizagem, Bem-Estar e Desigualdades na Primeira Infância em 3 Estados Brasileiros: Evidências do International Early Learning and Child Well-being Study – IELS, Fundação Maria Cecilia Souto Vidigal e Laboratório de Pesquisa em Oportunidades Educacionais (LaPOpE) da Universidade Federal do Rio de Janeiro (UFRJ), 2026
BIBLIOTECA.fmcsv.org.br
Science proves the beneficial impact of inclusive education on the mental, intellectual, emotional, and physical development of children with various disabilities. Evidence also points to its advantages for children without disabilities and for the overall school environment, including interactions with teachers and administration. Despite education being a universal right, numerous barriers continue to impede access for children with disabilities, affecting their ability to attend and excel in school
FIVE PRINCIPLES OF INCLUSIVE EDUCATION
1.
Every child has the right to education
2.
All children are capable of learning
3.
Each child’s learning journey is distinct
4. 5.
A diverse school environment enriches the educational experience for everyone Inclusive education is a collective concern
S O U RC E : Instituto Rodrigo Mendes e Diversa
Inclusive education should start in early childhood, from daycare through preschool. It offers significant benefits for children both with and without disabilities, fostering cognitive and socioemotional growth and creating a more diverse and equitable learning environment. However, implementing inclusive practices remains a substantial challenge in Brazil,
where 98% of daycare and preschool classes struggle with inclusion and accessibility, due
to issues such as inadequate infrastructure and a lack of specialized training for educators S O U RC E : Estudo Nacional sobre Qualidade da Educação Infantil, Fundação Maria Cecilia Souto Vidigal, 2023
I N C L U S I V E E D U C AT I O N
Inclusive Education
I N C L U S I V E E D U C AT I O N
INCLUSIVE EDUCATION Early childhood education enrollment: between 2021 and 2025, the number of children with disabilities enrolled in early childhood education (in regular or separate specialeducation classes) rose 293%, a significant advance 1 2021
114,758
2022
183,510
2023
284,847
2024
376,383
2025
451,633
97.3% are enrolled in regular classes BENEFITS OF INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES 2
Enhanced reading and math skills development Higher attendance rates Reduced likelihood of behavioral issues Improved graduation rates from high school
IMPACT OF REGULAR ATTENDANCE 3 A study contrasting children with disabilities who attended school between 25% to 50% of the time with those attending 75% to 100% revealed that more frequent attendees exhibited:
-7,5% Reduced likelihood of disciplinary actions +3,6% Increased likelihood of forming friendships +11,2% Better competitive edge in the job market +10% Higher chances of living independently
INCLUSION BENEFITS ALL STUDENTS 4 Research indicates that integrating students with disabilities in mainstream classrooms offers academic and social advantages to their peers without disabilities, including: Decreased prejudice and reduced fear of differences
�
Enhanced social cognition and increased acceptance of diversity
�
Improvement in self-concept (self-esteem and feelings of belonging)
�
Development of personal moral and ethical values
�
PUBLIC OPINION AGREES 5
86%
believe that schools are improved by including children with disabilities
76%
are of the opinion that children with disabilities benefit academically and socially by learning alongside peers without disabilities
1 School Census, Inep, 2025 2 Os benefícios da educação inclusiva para estudantes com e sem deficiência, Instituto Alana, 2016 3 Marder, C., Wagner, M., & Sumi, C., The social adjustment of youth with disabilities, 2003 4 What are the outcomes for nondisabled students?, Educational Leadership, 1995 | Os benefícios da educação inclusiva para estudantes com e sem deficiência, Instituto Alana, 2016 5 O que a população brasileira pensa sobre educação inclusiva, Instituto Alana e Datafolha, 2019
BIBLIOTECA.fmcsv.org.br
Various initiatives have proven the efficacy of family support programs. Techniques like home visits and group meetings empower families to create nurturing, stimulating, safe, and affectionate environments. This foundational support positively impacts babies’ and children’s development and extends into adulthood ANALYSES OF FAMILY SUPPORT PROGRAMS SHOW POSITIVE IMPACTS FOR BOTH CHILDREN AND CAREGIVERS 1
Child Development Improvements:
Caregiver Benefits: Increased sensitivity to the child’s needs
Enhanced physical skills Boosted learning abilities
More active engagement with the child
Progress in speech development
Reduction in violence towards children
Improved self-control
Enhanced quality of verbal interactions
Better regulation of emotions das emoções
THE REACH UP PROGRAM in Kingston, Jamaica, supports children from the city’s poorest families in situations of greater climate vulnerability through regular home visits. Remarkable outcomes — spanning a lifetime after only eight months in the program — have been observed: 2
Higher grades in math and language
Reduced levels of depression
25% higher earnings in adulthood
Increased educational attainment
Decreased participation in unlawful activities
EMPOWERING CAREGIVERS
The Importance of Empowering Caregivers
Brazilian Parenting Initiatives EMPOWERING CAREGIVERS
• AT THE FEDERAL LEVEL, Brazil boasts
the Primeira Infância no Suas/Criança Feliz Program, which focuses on enhancing family care, strengthening parental bonds, and promoting child development. Moreover, the Serviço de Convivência e Fortalecimento de Vínculos (‘Service for Strengthening Family and Community Bonds’ – SCFV), provides group-based services for children up to 6 years old through the Centro de Referência de Assistência Social (Social Assistance Reference Center – Cras)
• State and municipal INITIATIVES
• Primeira Infância Melhor (‘Better Early Childhood’ – PIM), Rio Grande do Sul • Programa de Apoio ao Desenvolvimento Infantil (‘Child Development Support Program’ – Padin), Ceará • Mãe Coruja, Pernambuco • Cresça com seu Filho (‘Grow with your Child’), Fortaleza (CE) • São Paulo Carinhosa, São Paulo (SP) • Família que Acolhe, Boa Vista (RR)
HOME VISITATION PROGRAMS SUPPORTED BY RIGOROUS EVALUATIONS HAVE IDENTIFIED KEY FACTORS FOR SUCCESS: 5 • CURRICULUM founded on scientific evidence • Qualified, trained and supervised TEAMS • A positive and engaging ENVIRONMENT that encourages interaction among parents and between parents and their babies • Toys and materials for SHARED USE • Constructive SUPERVISION
THE MOST COMPREHENSIVE ‘PRIMEIRA INFÂNCIA MELHOR’ (‘BETTER EARLY CHILDHOOD’ – PIM) EVALUATIONS SHOWED INCREASED FAMILY INTERACTION WITH CHILDREN AND A REDUCTION IN NEGATIVE DISCIPLINE PRACTICES: 3
• A
62.4%
• A
34.6%
decrease in the likelihood of caregivers using physical punishment increase in the likelihood of having children’s books accessible at home
•C aregivers spent an average of
over 4 hours more per day interacting with their children
SOURCE: Secretaria Estadual de Saúde do Rio Grande do Sul. Pesquisa de avaliação de impacto do programa PIM - análise LATE 2018 e 2021
ASSESSMENTS OF EARLY CHILDHOOD INITIATIVES UNDER BRAZILIAN SOCIAL ASSISTANCE SYSTEM (SUAS)/CRIANÇA FELIZ REVEAL POSITIVE IMPACTS FOR CHILDREN WHO RECEIVED HOME VISITS: 4 • Expanding vaccination coverage • Children in visited groups had a development score on average 5.3 points higher than those in the control group • Reduced use of spankings by caregivers: 27.4% among program participants, compared with 44.6% among non-participants
1 Visita domiciliar como estratégia de promoção do desenvolvimento infantil e da parentalidade na primeira infância, Núcleo Ciência Pela Infância, 2018 2 Walker, S. et al, Effects of early childhood psychosocial stimulation and nutritional supplementation on cognition and education in growth-stunted Jamaican children, Lancet, 2005; Walker, S. et al, Early childhood stimulation benefits adult competence and reduces violent behavior, Pediatrics, 2011; Gertler, P. et al, Labor Market returns to an early childhood stimulation intervention in Jamaica, Science, 2014 3 Pesquisa de avaliação de impacto do programa PIM, Secretaria Estadual de Saúde do Rio Grande do Sul, 2018 e 2021 4 Avaliação Primeira Infância no Suas/Criança Feliz, Ministério do Desenvolvimento e Assistência Social, Família e Combate à Fome e Universidade Federal de Pelotas, 2022 5 Fundação Bernard Van Leer e Bernal R, 2016
BIBLIOTECA.fmcsv.org.br
Life experiences can alter the behavior of DNA. Our genetic code is not a fixed fate but a dynamic blueprint that evolves from gestation onward. Children raised in secure, nurturing environments are likely to thrive, while those who grow up amid poverty and neglect face increased risks of illness and behavioral issues throughout their lives 1
1. EPIGENETICS IS THE BRANCH OF SCIENCE that explores how life experiences influence gene behavior without altering the DNA sequence itself
2. DURING CHILD DEVELOPMENT, DNA ACQUIRES CHEMICAL MARKERS that determine how genes are expressed. Different experiences can rearrange these markers, Helping explain why twins with identical genetic codes may develop distinct behaviors, preferences, and abilities
3. THE GENETIC INFORMATION CHILDREN INHERIT from their parents shapes their development and many of their traits, such as height and eye color
4. EVERYDAY EXPERIENCES can modify the epigenome, the layer of chemical annotations that governs gene expression, impacting how genetic traits are manifested
5. THE EPIGENOME IS SENSITIVE TO both positive influences, like loving relationships and educational opportunities, and negative factors, such as exposure to pollution and violence, or other stressful conditions
EPIGENETICS
Epigenetics
EPIGENETICS
Early-life stressors can have lasting effects that may even be passed down to future generations 2
SOCIOECONOMIC CONDITIONS have a significantly greater influence on a child’s genomic expression than on that of an adult. Poverty is even more damaging for those in early childhood 5
Research has uncovered EPIGENETIC CHANGES in children exposed to:
Gender Differences in Stress Impact
Caregivers or guardians suffering from mental disorders
Violence by trusted individuals
Sexual abuse in childhood
3
PSYCHOSOCIAL SUPPORT PROTECTS MOTHERS AND BABIES Research into epigenetics during pregnancy indicates that psychosocial interventions can shield the developing baby. Mothers facing stress and vulnerability during pregnancy show that those receiving psychosocial support have babies with notably better cognitive development outcomes compared to those who do not receive such interventions 4
Epigenetic studies support epidemiological data showing different birth outcomes between boys and girls due to maternal stress during pregnancy. Stress markers, such as cortisol and cytokines, accelerate epigenetic age at birth, indicating biological aging that outpaces chronological age. While exposure to inflammatory factors during pregnancy accelerates epigenetic aging in both boys and girls, cortisol has a greater impact on girls, suggesting an adaptive mechanism that enhances resilience 6
1 Epigenetics and Child Development: How Children’s Experiences Affect Their Genes, Center On the Developing Child, Harvard 2 Early Experiences Can Alter Gene Expression and Affect Long-Term Development, working paper 10, Center On Developing Child, Harvard 3 and 5 CJ Mulligan, Annual Review of Anthropology, 2016 4 Gestational age acceleration is associated with epigenetic biomarkers of prenatal physiologic stress exposure, 2022 6 Maternal distress, DNA methylation, and fetal programing of stress physiology in brazilian mother-infant pairs, 2023
BIBLIOTECA.fmcsv.org.br
Playing and learning in contact with the environment is a child’s right. However, ensuring this right requires commitment from families, society, and the federal government. In early childhood education, access to such experiences remains unequal
Outdoors, play becomes health, learning, and enchantment Leisure and play — guaranteed to all children — become even more meaningful when they take place in contact with nature, in open spaces such as: • patios • streets • flowerbeds • gardens • squares
• parks • beaches • ponds • urban gardens
These experiences can be further enriched by the presence of natural elements, such as: • rocks • soil • water • plants and trees
• insects, birds, or other animals • the sky, sun, moon and stars
CHILDREN’S FREQUENT CONTACT WITH NATURE:
1
Fosters physical well-being and emotional balance Stimulates creativity, initiative, and self-confidence, while strengthening attention and cognition Develops decision-making and problem-solving skills
Helps regulate vitamin D levels
Contributes to increased physical activity and motor development Serves as an alternative to excessive screen time Awakens empathy and connection, fostering a lifelong appreciation for and conservation of nature
1 Benefícios da Natureza no Desenvolvimento de Crianças e Adolescentes, Grupo de Trabalho Criança, Adolescente e Natureza da Sociedade Brasileira de Pediatria, 2024; Desemparedamento da infância: A escola como lugar de encontro com a natureza, Alana, 2018
ENVIRONMENT
Children and nature
The Brazilian Society of Pediatrics recommends that children and adolescents spend at least one hour per day engaged in
ENVIRONMENT
play and interacting with nature. In early childhood, the focus should be on:
• free play • sensory experiences • the presence of an adult as a companion (which also strengthens parenting)
THE ROLE OF SCHOOL The Brazilian Learning Standards (BNCC), which defines the essential content for each stage of basic education, establishes that children in early childhood education should explore “elements of nature, both in and out of school, expanding their knowledge”. However, data from the 2025 School Census show that this contact remains limited and unequal:
Inequality in access to green areas, combined with urban violence — particularly in suburban areas and large cities — deprives many children of contact with nature. Ensuring safe, high-quality squares, parks, and natural spaces is the responsibility of public authorities. INTERACTION WITH GREEN SPACES SHOULD NOT BE A PRIVILEGE, BUT A RIGHT OF EVERY CHILD CRIANÇA 2
PUBLIC DAYCARE CENTERS AND PRESCHOOLS
7 out of 10 have a patio 4 eout of 10 have a playground
PRIVATE DAYCARE CENTERS AND PRESCHOOLS
9 out of 10 have a patio 8 out of 10 have a playground
35%
On average, only 35% of all early childhood education facilities — public or private — offer green areas for children
SCHOOLS CAN ENCOURAGE OUTDOOR ACTIVITIES BY TAKING CHILDREN TO PLAY IN NEARBY PARKS AND SQUARES. The lack of vegetation within school grounds can be offset by the surrounding environment. A study conducted in the 26 state capitals and in Brasília found that 77.2% of early childhood education schools without green areas have squares or parks within 500 meters 3
2 Ciências da Natureza: práticas educativas na educação infantil, Fundação Maria Cecilia Souto Vidigal, 2022 3 O acesso ao verde e a resiliência climática nas escolas das capitais brasileiras, Alana, 2024
BIBLIOTECA.fmcsv.org.br
The climate crisis is profoundly reshaping how we live — Young children are the most vulnerable to these effects, which compromise their health and education, increase their exposure to violence, and hinder their full development MULTIPLIED DISASTERS Children born in 2020 are expected to face significantly more extreme weather events than those born in 1960. Over their lifetime, they will be exposed, on average, to: 1
2x more forest fires
2.8x more crop losses
8 out of 10 BRAZILIANS
SAY THEY ARE CONCERNED OR VERY CONCERNED ABOUT THE EFFECTS OF THE CLIMATE CRISIS ON BABIES AND CHILDREN IN EARLY CHILDHOOD. THE MAJORITY (71%) BELIEVE THESE CHILDREN WILL EXPERIENCE MORE HEALTH PROBLEMS 2
1.5 million
children may be displaced in Brazil over the next 30 years due to flooding, storms, and other extreme weather events 3
2.6x more droughts
2.8x more river floods
A study projects that, by 2059, the HEATRELATED DEATH RATE PER 100,000 BABIES AND CHILDREN UNDER THE AGE OF FIVE is expected to increase significantly in Brazil. Under a moderate scenario, the increase %. Under the most critical could reach scenario — characterized by high CO2 emissions and a sharp rise in temperatures — the increase could reach %. 4
50
6.8x more heat waves
87
1 Climate crisis — children face life with far more heatwaves, floods, droughts and wildfires, Save the Children, 2021 2 Panorama da Primeira Infância: O que o Brasil sabe, vive e pensa sobre os primeiros seis anos de vida, Fundação Maria Cecilia Souto Vidigal, 2025 3 Children displaced in a changing climate, Unicef, 2023 4 London School of Hygiene & Tropical Medicine e Centro de Integração de Dados e Conhecimentos para Saúde (Cidacs), da Fiocruz (Fundação Oswaldo Cruz) Bahia, 2025
T H E I M PAC T S O F T H E C L I M AT E C R I S I S
The impacts of the climate crisis
T H E I M PAC T S O F T H E C L I M AT E C R I S I S
Babies and young children are more susceptible to heat waves because they sweat less, which reduces the body’s natural ability to regulate temperature. Recent studies show that exposure and young children to excessive heat CAN LEAD TO PREMATURE BIRTHS, LOW BIRTH WEIGHT, IMPAIRED CHILD DEVELOPMENT (motor and cognitive) and WEAKENED IMMUNE SYSTEMS 5
GLOBAL SYNDROME The climate crisis directly contributes to food insecurity in early childhood, leading to both malnutrition and childhood obesity. This stems from the lack of access to nutritious food and increased consumption of ultra-processed products. The intersection of climate change and food insecurity has already been characterized as a global syndrome — when multiple crises interact and compound one another, creating even more complex challenges 6
The climate emergency also disrupts children’s education. Extreme weather events damage school infrastructure, hinder access, and increase dropout rates — worsening risks such as child labor, exploitation, violence, and crime. Many schools are converted into shelters, delaying the resumption of classes. Refugee girls are especially vulnerable to forced marriage and sexual violence
exposed to above-average 1.5 Children temperatures (one standard deviation years higher) are projected to complete up to fewer years of schooling compared less 1.5 to peers in average conditions 7
BABIES AND CHILDREN BREATHE 50% MORE AIR per kilogram of body weight than adults. As a result, they also INHALE MORE POLLUTANTS, which tend to be more concentrated at their size 5
of children experience depression following extreme weather events, according to the American Psychological Association
ENVIRONMENTAL RACISM The climate crisis does not affect all children equally — it magnifies existing inequalities. BLACK AND INDIGENOUS CHILDREN are disproportionately impacted due to structural barriers that limit access to basic rights, constrain their ability to adapt, and increase their exposure to extreme climate events 8
5 O calor extremo afeta o desenvolvimento e a saúde na primeira infância – working paper n°1, Center on the Developing Child at Harvard University, 2023 6 Bortoletto, Ana Paula; Campello, Tereza; Jaime, Patrícia. Sindemia Global na Perspectiva Brasileira, Nexo Políticas Públicas, 2022 7 Randell, Heather; Gray, Clark. Climate change and educational attainment in the global tropics, 2019 8 Primeira Infância no Município – Promoção do antirracismo, Fundação Maria Cecilia Souto Vidigal, 2025
BIBLIOTECA.fmcsv.org.br
Extreme stress in early childhood can impair brain and body development and elevate the risk of both physical and mental illnesses over their academic careers. The presence and support of a nurturing adult are essential to mitigate these negative impacts
NOT ALL STRESS IS THE SAME It can be differentiated into three distinct types: 1
Positive
Normal and essential for healthy development
Tolerable More intense and prolonged stress, manageable with adult support
Toxic Occurs from intense, frequent, or prolonged exposure to adversity without adult support
CONSEQUENCE Minor increase in heart rate and mild elevation in stress hormone levels
EXAMPLES Receiving a vaccine, the first day at school, or staying with a new caregiver
CONSEQUENCE Significant activation of stress responses, including elevated heart rate and hormone production
EXAMPLES Losing a loved one, surviving a natural disaster, or experiencing a serious injury
CONSEQUENCE Persistent activation of stress responses. It has the potential to disrupthealthy brain development and other organ systems, leading to increased risk of lifelong health issues like diabetes and heart disease
EXAMPLES Persistent poverty, experiences of racism, physical and emotional abuse, chronic neglect, caregiver substance abuse or mental illness, exposure to violence, and the compounded stresses of family economic hardship
TOXI C ST R E S S
Toxic Stress
TOXI C ST R E S S
EXPOSURE TO TOXIC STRESS CAN SIGNIFICANTLY IMPAIR AN ADULT’S ABILITY TO PARENT EFFECTIVELY AND THEREBY AFFECT THE CHILD 2
RESEARCH INVOLVING 12-YEAR-OLDS who were continuously exposed to abuse and neglect from early childhood revealed structural brain differences. Notably, there was a reduction in the size of the amygdala and hippocampus, critical areas for learning, memory, and emotional processing 3
INSIDE THE BRAIN This illustration compares the brains of two 3-year-olds. The reduced size and increased dark spaces indicate developmental gaps due to neglect and lack of affection
INDIVIDUALS WHO EXPERIENCED TOXIC STRESS DURING EARLY CHILDHOOD HAVE AN INCREASED RISK IN ADULTHOOD OF DEVELOPING: hypertension diabetes lung diseases ischemic heart disease strokes autoimmune diseases
TOXIC STRESS CAN ALSO LEAD TO A HIGHER INCIDENCE OF NEUROPSYCHIATRIC, BEHAVIORAL, AND DEVELOPMENTAL DISORDERS, INCLUDING: depression
Regular Development
anxiety disorder obsessive-compulsive disorder chemical dependency
Extreme Neglect
utism spectrum a disorder hyperactivity disorder attention deficit
SOURCE: Bruce D. Perry, M.D., Child Trauma Academy, 1997
SOURCE: O papel do pediatra na prevenção do estresse tóxico na infância, Sociedade Brasileira de Pediatria, 2017
1 and 2 Excessive stress disrupts the architecture of the developing brain, National Scientific Council on the Developing Child, 2005/2014 3 JL Hanson et al., Behavioral Problems After Early Life Stress: Contributions of the Hippocampus and Amygdala, Biol Psychiatry, 2014
BIBLIOTECA.fmcsv.org.br
Child poverty is a violation of children’s rights and a threat to their overall development. It restricts access to sanitation, food, housing, information, and protection from child labor. In nations with low o medium per capita incomes, children from impoverished backgrounds are at an increased risk of infant mortality, malnutrition, delayed development and poor schooling, as well as being more frequent victims of violence and neglect. Investing in early childhood represents the most effective and sustainable approach to breaking the generational cycle of poverty and safeguarding the well-being of the children of today and the future
EARLY CHILDHOOD IN POVERTY 1 More than half of children ages 0-6 in Brazil are in low-income families. Of the 18.1 million children in this age group, 11.5 million
(63.2%) live in families with monthly per capita income of up to half the minimum wage
Early childhood accounts for 8.9% of Brazil’s population, but that proportion rises to 11.9% among the lowincome population
NO INCOME, NO BASICS The unemployment of caregivers profoundly impacts young children, obstructing their access to essential needs like food, education, and healthcare. This lack of resources compromises their physical, mental, and emotional development
43% of children in early childhood are from families without any income source, not counting social benefits
When such benefits are included, they represent the main source of incomefor 82.6% of families with children aged 0 to 6
E A R LY C H I L D H O O D I N P OV E R T Y
Child Poverty: A multifaceted threat
E A R LY C H I L D H O O D I N P OV E R T Y
NO WATER, SEWAGE SYSTEM, OR GARBAGE COLLECTION The lack of basic infrastructure is a significant indicator of poverty, profoundly affecting children’s health and development. Among children in early childhood: 2
7.2 million
(35%) do not have access to sewage systems
1.9 million (9%) lack garbage collection services
618,000 (3%) live in homes without access to running water
Childhood Hunger 3
Food insecurity disproportionately affects young children compared to other age groups. In Brazil, 4.1 million children aged 0 to 4, which is one in three, experience some degree of food insecurity: MILD: 3 million children aged 0 to 4, when households are concerned about whether there will be enough food for the month MODERATE: 657,000 children aged 0 to 4, when there is a reduction in the amount of food available to adults in the household SEVERE: 418,000 children aged 0 to 4, when food availability is also reduced for children, potentially leading families to experience hunger Across Brazil, 75.8% of households are food secure. IN HOUSEHOLDS WITH AT LEAST ONE CHILD IN EARLY CHILDHOOD, THIS SHARE FALLS TO 68.9%
THE DANGERS OF ULTRA-PROCESSED FOODS 4 The rise in food insecurity is associated with increased consumption of ultraprocessed foods, which are typically cheaper, less perishable, and provide immediate satiety due to their high sodium and trans fat content, but offer low nutritional value. Excessive consumption contributes to childhood obesity, malnutrition, and a higher risk of mortality
ECONOMIC BENEFITS OF QUALITY CHILD NUTRITION 5 Proper nutrition is crucial for a child’s physical growth, cognitive development, academic performance, and future work productivity. It represents a vital investment in human capital. In countries most affected by hunger, every dollar invested in early childhood nutrition generates an estimated economic return of approximately $18
1 Perfil Síntese da Primeira Infância e Famílias no Cadastro Único, Fundação Maria Cecilia Souto Vidigal and the Ministry of Social Development, Family, and the Fight Against Hunger, 2024 2 Pnad Contínua, IBGE, 2022 | Levantamento: Fundação Maria Cecilia Souto Vidigal, 2024 3 Pnad Continua Segurança Alimentar, IBGE, 2024 4 Rede Brasileira de Pesquisa em Soberania e Segurança Alimentar e Nutricional 5 Crianças, Alimentação e Nutrição – Crescendo Saudável em um Mundo em Transformação, Unicef, 2019
BIBLIOTECA.fmcsv.org.br
The Detrimental Effects of Violence on Children Children exposed to violence, whether directly victimized or as witnesses, face significant risks that jeopardize their health, development, and in severe cases, their lives. The majority of such violence takes place within the home. Prolonged exposure leads to toxic stress, a physiological and psychological response to adverse experiences that disrupts a child’s normal functioning
FORMS OF ABUSE
SEXUAL VIOLENCE
Includes sexual abuse, commercial sexual exploitation, and trafficking of children for such purposes
PHYSICAL VIOLENCE
Involves the use of force against a child, including physical aggression and attacks that result in injuries such as bruises, burns, and hematomas
PSYCHOLOGICAL VIOLENCE
Encompasses discrimination, belittlement, and disrespect expressed through threats, embarrassment, humiliation, manipulation, isolation, verbal aggression, name-calling, ridicule, indifference, exploitation, or intimidation
NEGLECT
Covers failures in providing necessary physical, emotional, and educational support
SOURCE: Recommendations for the development of the Política Nacional Integrada para a Primeira Infância, Grupo de Trabalho Primeira Infância do Conselho de Desenvolvimento Econômico Social Sustentável, 2024
VIOLENCE
The impact of violence on children
A TROUBLING RISE Nonfatal violence against children ages 0-4 (2014 vs. 2024) 1
VIOLENCE
PSYCHOLOGICAL VIOLENCE
2014 – 199 2024 – 1,151
478
PHYSICAL VIOLENCE
2014 – 1,728 2024 – 4,317
150
SEXUAL VIOLENCE
2014 – 1,671 2024 – 7,845
369
43%
SAY THEY FIGHT OR YELL, but only 10% consider this effective
241
29%
ADMIT TO SPANKING, but only 17% believe it works
NEGLECT
2014 – 7,694 2024 – 26,277
The Panorama da Primeira Infância survey found that most caregivers report using nonviolent discipline practices with babies and young children, such as explaining mistakes or helping them calm down. Even so, many still resort to aggressive methods, despite recognizing their limited effectiveness: 3
REDUCTION IN MURDERS
Homicide is one of the few indicators of violence that has declined among children aged 0 to 4
15
2014 – 210 2024 – 179
When asked about the effects of these punishments, most caregivers (43%) acknowledge that physical violence makes children more aggressive
SCHOOL AS PROTECTION AMONG CHILDREN AGED 0 TO 4 2
67.3%
of cases of non-lethal violence occur in the home
79.9%
of non-lethal violence is committed by family members
As an environment children attend daily, schools play a critical role in identifying and reporting violations of children’s rights. They are spaces where children build trust with peers, teachers, and staff, and where they can find a safe and welcoming setting to seek help. School professionals, through their daily interactions, are well positioned to identify behavioral changes, visible injuries, and other signs of abuse, which may appear in drawings or spontaneous disclosures
1 and 2 Atlas da violência 2025, Instituto de Pesquisa Econômica Aplicada e Fórum Brasileiro de Segurança Pública 3 Panorama da Primeira Infância: O que o Brasil sabe, vive e pensa sobre os primeiros seis anos de vida, Fundação Maria Cecilia Souto Vidigal, 2025
BIBLIOTECA.fmcsv.org.br
Structural racism infiltrates all aspects of society, culture, and economics, severely violating rights, particularly affecting babies and young children who are most susceptible to its impacts. It induces high levels of toxic stress that can hinder development, restrict access to public policies, and consequently perpetuate cycles of inequality and poverty. Combatting racial discrimination as a priority is crucial to safeguarding and affirming the rights of all children
Data indicates that Black children and their families are disproportionately affected by inadequate access to proper nutrition, higher poverty rates, and increased risk of violence
POSSIBLE EFFECTS OF RACISM ON CHILD DEVELOPMENT 3
Rejection of one’s own image and harm to self-esteem Limitations on the realization of intellectual potential Development of a devalued racial identity
54%
A PORTRAIT OF BLACK CHILDREN
Of the 18.1 million children aged 0 to 6, 9.8 million (54%) are Black 1
Increased likelihood of chronic diseases in adulthood Difficulties with socialization and behavioral inhibition Toxic stress
71%
Among families with a monthly per capita income below R$200, this proportion increases to 71% 2
Anxiety, phobias, and depression Reduced self-confidence and trust in oneself
R AC I S M I N E A R LY C H I L D H O O D
Racism as a Root Cause of Inequalities
R AC I S M I N E A R LY C H I L D H O O D
NO ACCESS TO BASICS Infrastructure disparities are a clear sign of racial inequality 4
81% of children lacking access to running water are Black
64% of children without access to sewage system services are Black
72% of children without access to waste collection services are Black
THE COLOR OF HUNGER 70.4% of households suffering from severe food insecurity are headed by Black individuals. In households headed by White individuals, this rate is 28.5% 5
TEENAGE PREGNANCY Teenage pregnancy, a critical factor in school dropout and continued poverty, disproportionately affects young Black women 6
22% White
73.3% Black
2.8% Indigenous
1.5% race/color unknown
0.4% of Asian descent
70.5% of families in the CadÚnico social welfare system are headed by single mothers – predominantly Black women (71.6%)
SOURCE: CadÚnico Observatory, Ministry of Development and Social Assistance, Family and the Fight Against Hunger, 2026
Young Black children and babies face a % higher risk of mortality before the age of five
39
SOURCE: Ethnoracial inequalities and child mortality in Brazil: a nationwide longitudinal study of 19 million newborn babies, Centro de Integração de Dados e Conhecimentos para a Saúde (Cidacs/ Fiocruz Bahia), 2022
Racism affects babies and children from a very early age: 7
16% of guardians say that the CHILDREN AGED 0 TO 6 UNDER THEIR CARE HAVE ALREADY SUFFERED DISCRIMINATION. MORE THAN HALF OF THESE CASES (54%) OCCUR IN DAYCARE CENTERS AND PRESCHOOLS. Promoting anti-racist education from early childhood is essential to ensuring protection and a sense of belonging
1 Demographic Census, IBGE, 2022 2 and 4 Pnad Contínua, IBGE, 2022 | Survey: Fundação Maria Cecilia Souto Vidigal, 2024 3 Racismo, educação infantil e desenvolvimento na primeira infância, Comitê Científico do Núcleo Ciência Pela Infância, 2021 5 Pnad Continua Segurança Alimentar, IBGE, 2024 6 DataSUS, Ministry of Health, 2024 7 Panorama da Primeira Infância: O que o Brasil sabe, vive e pensa sobre os primeiros seis anos de vida, Fundação Maria Cecilia Souto Vidigal, 2025
BIBLIOTECA.fmcsv.org.br
Excessive technology use can negatively impact child development, especially during the first few years of life. Prolonged screen exposure may hinder language acquisition, creativity, and the development of motor and social-emotional skills
LIMITED AND SUPERVISED USE 1 Screens are a form of passive distraction that, when used excessively, can hinder child development. In the first few years of life, children learn through meaningful, real-life experiences, supported by stimuli and care that cannot be replaced by televisions, tablets, or smartphones. Accordingly, the Brazilian Society of Pediatrics recommends the following guidelines for screen use:
EARLY CONNECTION 2 Brazilian children are accessing the internet and acquiring their first mobile phones at increasingly early ages: Children who use the INTERNET (%) 0 to 2 years old
50
per day, always with adult supervision
BETWEEN 6 AND 10 YEARS Limit to TWO HOURS
per day, always with adult supervision
44
40 20 10 0
as much as possible
BETWEEN 2 AND 5 YEARS Limit to ONE HOUR
71
70 60
30
CHILDREN UNDER 2 YEARS OF AGE AVOID exposure
3 to 5 years old
80
26 9 2015
Children who have a CELL PHONE (%) 0 to 2 years old
2024
3 to 5 years old 20
20 15 10 5 0
6
5
3 2015
2024
1 Manual de Orientação #MenosTelas #MaisSaúde, Sociedade Brasileira de Pediatria, 2019 2 Estatísticas TIC para Crianças de 0 a 8 anos de idade, Centro Regional de Estudos para o Desenvolvimento da Sociedade da Informação (Cetic.br), 2025
S C R E E N E X P O S U R E A N D E A R LY C H I L D H O O D
Screen Exposure and Early Childhood
A study of children aged 3 to 6
S C R E E N E X P O S U R E A N D E A R LY C H I L D H O O D
found that increased total screen time is associated with mental health problems, regardless of content. Two main factors help explain this association: 3 IMPACT ON DEVELOPMENT: Excessive screen time can impair cognitive processing and emotional regulation, and may lead children to become overstimulated REPLACEMENT OF ESSENTIAL ACTIVITIES: Time spent on screens often replaces activities that are critical to healthy development and mental well-being, such as sleep and unstructured play
SCREENS VS. LEARNING The OECD study of Brazilian 5-year-olds also analyzed the association between daily use of digital devices and child development. The results indicate that frequent screen use is associated with lower learning levels in emergent literacy (language) and emergent numeracy (basic mathematical concepts). 4
NEGATIVE PERCEPTION 5 According to the Panorama da Primeira Infância survey, most caregivers recognize that excessive screen use is harmful to children aged 0 to 6. The main impacts cited include:
56% say it affects health
42% say it limits contact with other people and activities
42% say it makes children agitated or aggressive
DIGITAL ECA In 2025, Brazil enacted legislation that strengthens the protection of children and adolescents online. Known as the Digital ECA, the law broadens the responsibilities of platforms, families, and government authorities and establishes requirements for: rotecting privacy and P personal data I ncreasing safety in digital environments ombating abusive C advertising and inappropriate content I ncreasing platform transparency and accountability
A widespread habit among caregivers and family members — EXCESSIVE SHARING OF CHILDREN’S PHOTOS AND VIDEOS ON SOCIAL MEDIA, KNOWN AS SHARENTING — poses additional risks, such as: Violation of privacy Misuse of images
EVEN SO, SOME CAREGIVERS IDENTIFY POSITIVE ASPECTS: it keeps children 18% say occupied it stimulates 17 % say learning
it alms them 12% say down it provides 9% say companionship
Manipulation of photos and videos using artificial intelligence tools Cyberbullying and online harassment
3 Types of On-Screen Content and Mental Health in Kindergarten Children, Jama Pediatrics, 2023 4 Aprendizagem, Bem-Estar e Desigualdades na Primeira Infância em 3 Estados Brasileiros: Evidências do International Early Learning and Child Well-being Study – IELS, Fundação Maria Cecilia Souto Vidigal e Laboratório de Pesquisa em Oportunidades Educacionais (LaPOpE) da Universidade Federal do Rio de Janeiro (UFRJ), 2026 5 Panorama da Primeira Infância: O que o Brasil sabe, vive e pensa sobre os primeiros seis anos de vida, Fundação Maria Cecilia Souto Vidigal, 2025
BIBLIOTECA.fmcsv.org.br
Research indicates that companies that implement family-friendly policies foster environments of trust, increase productivity, and reduce employee turnover HOW IS IT DONE? To be recognized as committed to supporting early childhood, companies should adopt the following minimum standards 1
Extend maternity leave by an additional 60 DAYS
5
3 DAYCARE ALLOWANCE Beyond what is minimally required by union agreements
WORKPLACE FACILITIES for NURSING MOTHERS
Extend paternity leave by an additional 15 DAYS
EQUAL DAYCARE SUPPORT for FATHERS
All benefits should extend to adoptive parents and same-sex couples
EVERY BUSINESS CAN SUPPORT EARLY CHILDHOOD BY offering formal employment and decent working conditions for parents, which allow access to social security and fair wages that guarantee the well-being of the child and the family
Businesses committed to their environmental, social, and governance (ESG) impacts should: �
�
�
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reate conditions that enable employees to balance C professional responsibilities with the care of babies and young children revent, address, and eliminate child labor, sexual P exploitation, and all forms of violence against infants and children within their operations and areas of influence nsure that products and services are safe, inclusive, and E supportive of the healthy development of infants and children S upport actions by communities, civil society organizations, and governments to protect and uphold the rights of children in early childhood
B U S I N E S S E S A N D E A R LY C H I L D H O O D
Corporate Responsibility
B U S I N E S S E S A N D E A R LY C H I L D H O O D
Brazilian law provides for 120 days of maternity leave and 5 days of paternity leave
The federal government’s Empresa Cidadã program provides benefits for companies that extend mothers’ leave by 60 days and fathers’ leave by 15 days. In 2024, the program included 30,500 companies, but a Federal Revenue Service audit found irregularities at 70% of them; by 2026, participation had fallen to fewer than 9,000 companies 2
PATERNITY LEAVE ADVANCES 3 In 2026, Brazil approved a new law that gradually expands paternity leave. Leave following the birth or adoption of a child will increase to:
10 days
15 days
20 days
in 2027
in 2028
in 2029
The law also creates a paternity benefit that guarantees income during the leave period
11.1
In 2022, million Brazilian women were out of the workforce to care for their children at home, despite their desire to work 4
THE PROVISION OF CHILDCARE FACILITIES IS CRUCIAL FOR ENABLING WOMEN TO BALANCE MOTHERHOOD WITH PROFESSIONAL COMMITMENTS, THUS HELPING TO DIMINISH GENDER INEQUALITIES 5
Among men with children in early childhood,
9 out of 10 are employed
Among women, this rate drops to 5 out
of 10
Research in 15 countries, including Brazil, shows that investing in employee health and well-being can boost productivity by up to 50% 6
1 Prêmio Melhores Empresas na Atenção à Primeira Infância - Great Place to Work Brasil, Fundação Maria Cecília Souto Vidigal e United Way Brasil 2 Federal Revenue Service, 2026 3 Law 15371 of March 31, 2026 4 Custo da maternidade no Brasil: as múltiplas consequências do trabalho de cuidado não remunerado realizado por mulheres, Centro de Pesquisa em Macroeconomia das Desigualdades (Made/ USP), 2024 5 Ser mãe é padecer no paraíso? Penalidades do trabalho de cuidados nas trajetórias laborais de mulheres com filhos na primeira infância, Ministério do Desenvolvimento e Assistência Social, Família e Combate à Fome, 2024 6 Right Management, 2022
BIBLIOTECA.fmcsv.org.br
Brazil’s approach to recognizing and upholding children’s rights, as well as promoting their health, safety, and holistic development, is grounded in three key legal documents: the Federal Constitution, the Child and Adolescent Statute (ECA), and the Legal Framework on Early Childhood BRAZIL’S FEDERAL CONSTITUTION OF 1988 1 The cornerstone of Brazilian law, which guarantees the exercise of the social and individual rights of all Brazilians, states in Article 227 that: The children are a “duty of the amily, society, and the federal government.” In other words, ensuring that they have the right to life, education, leisure, culture, freedom, and coexistence is the joint responsibility of everyone The Constitution also establishes that children must be treated “with absolute priority.” This means that, in any circumstance involving a child, their rights and interests must be given precedence
CHILD AND ADOLESCENT STATUTE (1990) 2 Prior to the enactment of the ‘Estatuto da Criança e do Adolescente’ (‘Child and Adolescent Statute’ – ECA), the ‘Código de Menores’ (‘Minors Code’) was in force. Created in 1979 during the military dictatorship, this framework granted children limited autonomy and placed decision-making power primarily in the hands of the federal government and adults Following the United Nations Convention on the Rights of the Child (1989), Brazil repealed the Minors Code and enacted the ECA in its place With this new legal framework, which regulated constitutional principles, Brazil adopted the doctrine of comprehensive protection, formally recognizing children as rights holders with specific legal guarantees
LEGAL FRAMEWORK ON EARLY CHILDHOOD (2016) 3 Building on the advances The Legal Framework establishes guidelines of the Federal Constitution for the development of public policies that and the ECA, this law was support the full development of young created to address the children, incorporating scientific evidence and specific characteristics of early recognizing early childhood as the stage in childhood, defined as the which the foundations of physical, cognitive, period up to 6 years of age and socio-emotional health are formed
W H AT T H E L AW S AY S
What the Law Says About Early Childhood
The Legal Framework stipulates that governments must: W H AT T H E L AW S AY S
4
1.
ENSURE THE RIGHT TO PLAY, by facilitating the creation of play spaces in both public and private spaces
2. Establish EQUAL RIGHTS AND RESPONSIBILITIES FOR MOTHERS, FATHERS, AND OTHER CAREGIVERS in the caring for and education of children
6. Ensure that daycares and preschools are EQUIPPED WITH SUITABLE facilities, qualified professionals, and appropriate educational plans
3. EXPAND THE AVAILABILITY OF PLACES in high-quality early childhood education
4. REDUCE INEQUALITIES IN ACCESS to goods and services that support early childhood
5. AID CAREGIVERS IN STRENGTHENING familial and community BONDS with the child
7. REINFORCE HOME CARE SERVICES, particularly for families in vulnerable situations
8. EXTEND PATERNITY LEAVE from 5 to 20 days through participation in the citizen company program
9. ESTABLISH INTERSECTORAL COMMITTEES to coordinate actions focused on early childhood
10. INCLUDE CHILDREN up to the age of 6 in the formulation of public policies affecting them
11. TRAIN PROFESSIONALS SPECIFICALLY on the needs of early childhood
12. CONTINUOUSLY MONITOR AND EVALUATE services provided to children, and share the outcomes
1 Constituição Federal 2 Estatuto da Criança e do Adolescente 3 and 4 Marco Legal da Primeira Infância
BIBLIOTECA.fmcsv.org.br
(‘Integrated National Policy on Early Childhood’) For the first time, Brazil has a national policy that recognizes care for babies and children up to 6 years of age as a priority for social, economic, and human development A POLICY TO COMBAT INEQUALITIES FROM AN EARLY AGE
On August 5, 2025, Brazil took a historic step with the launch of the Integrated National Policy on Early Childhood (PNIPI, in its Portuguese acronym). The policy represents a resolute initiative to address inequalities, combat poverty, and transform both the present and future of the country’s children across key areas, including
health education
social assistance culture justice human rights housing racial equity
Established under the Legal Framework on Early Childhood (2016), the PNIPI promotes the integration and strengthening of policies and services for babies and children up to 6 years of age. It brings together multiple sectors to operate in a coordinated manner across municipalities, states, and the federal government, with the goal of guaranteeing rights and improving the quality of care provided to children and their families — particularly those in vulnerable situations
Why is early childhood so important? The PNIPI is grounded in scientific evidence showing that the first few years of life lay the foundation for all aspects of development. Children who receive adequate care: • Have better physical and socio-emotional health
• Remain in school longer and achieve stronger academic outcomes
• Have greater employment opportunities and higher income in adulthood
Moreover, these positive effects extend to subsequent generations Caring for early childhood is therefore an investment with proven returns — for children, their families, and the entire society
I N T E G R AT E D N AT I O N A L P O L I C Y O N E A R LY C H I L D H O O D
Política Nacional Integrada da Primeira Infância
I N T E G R AT E D N AT I O N A L P O L I C Y O N E A R LY C H I L D H O O D
HOW IT WORK?
Coordinated by the Ministry of Education, the PNIPI seeks to transform the way Brazil organizes early childhood care. The policy is structured around five pillars, as defined by Decree 12,574 of 2025, which formally established the national policy:
Living with rights Ensuring the protection
and defense of children’s rights against abuse, racism, and all forms of discrimination and violence. Coordination: Brazilian Ministry of Human Rights and Citizenship
Living with education Ensuring access to and retention in high-quality early childhood education that promotes comprehensive learning and holistic development. Coordination: Brazilian Ministry of Education Living healthy Ensuring comprehensive health care. Coordination: Brazilian Ministry of Health
Living with dignity Ensuring care, protection, and social assistance. Coordination: Ministry of Development and Social Assistance, Family, and the Fight against Hunger Integration of information and communication with families
Creating conditions for the provision of integrated public services and effective communication between public authorities and families and legal guardians. Coordination: Ministry of Management and Innovation in Public Services
THE COORDINATING MINISTRIES FOR EACH PILLAR SHALL Develop plans for the implementation of sectoral and intersectoral actions Coordinate the execution of these actions Establish protocols for integrated action Provide technical support to states and municipalities to expand and improve public services
ACTION PLAN
Defined by a joint ordinance issued by the coordinating ministries, the PNIPI Strategic Action Plan for 2025–2026 has the following objectives: P romote integrated policies for child development E xpand and improve the provision of essential services I ntegrate data and information related to early childhood rovide technical support P to states and municipalities S trengthen coordination among social policies
The Maria Cecilia
Souto Vidigal Foundation
actively participated in the development of the Integrated National Policy on Early Childhood, both as a member of the federal council that proposed the policy and of the intersectoral committee responsible for drafting it. The Foundation will remain committed to its implementation so that every baby and child receives the necessary care and can develop to their full potential
Continuously monitor results
BIBLIOTECA.fmcsv.org.br
The protection of fundamental rights, the pursuit of quality early childhood education, and the importance of the holistic development of young children are established in international legal instruments
CONVENTION ON THE RIGHTS OF THE CHILD
In force since 1990, the United Nations Convention on the Rights of the Child is the most widely ratified international human rights treaty in history. Adopted by 196 countries, including Brazil, the Convention establishes that: ARTICLE 2 Every child should have his or her rights respected without discrimination of any kind, irrespective of the child’s or his or her parent’s or legal guardian’s race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status of the child, their parents, legal guardians, or family members ARTICLE 3 In all actions concerning children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a primary consideration ARTICLES 28 AND 29 The state must make primary education compulsory and available free to all, with the aim of supporting the development of the child’s personality, talents and mental and physical abilities to their fullest potential
CONTEMPORARY CHALLENGES
The UN regularly issues General Comments to guide signatory countries of the Convention. Two of the most recent address emerging issues in early childhood
TECHNOLOGY AND THE INTERNET General Comment 25 addresses the protection of children’s rights in the digital environment, emphasizing the need to prevent, monitor, investigate, and punish abusers. It warns of risks, including child labor exploitation, exposure to violence, and pervasive consumerism
ENVIRONMENT General Comment 26 urges states to adopt immediate measures to ensure a clean, healthy, and sustainable environment for children. It emphasizes the need to address the repercussions of environmental degradation and climate change on children’s rights
I N T E R N AT I O N A L R E G U L AT I O N S
International Regulations for Early Childhood
I N T E R N AT I O N A L R E G U L AT I O N S
SUSTAINABLE DEVELOPMENT GOALS Established by the United Nations in 2015, the Sustainable Development Goals (SDGs) comprise 17 objectives aimed at transforming our world by 2030. Early childhood intersects directly with 11 of these goals. Key targets include:
1
End poverty Early in life, when the brain reach its maximum development capacity, children learn skills that will help them flourish to their full potential. Early childhood care offers the most cost-effective method to combat poverty
GOAL
2
GOAL
GOAL
End hunger, achieve food security and improved nutrition Research indicates that combining nutritional support with developmental stimuli enhances the overall impact on a child’s growth, fostering healthier and more holistic development
3
Ensure healthy lives and promote well-being for all at all ages Well-supported early childhood lays the foundation for a healthier and more active life course. Proper care d uring early childhood reduces the likelihood of chronic diseases such as cardiovascular conditions later in life
5
GOAL
4
GOAL
Quality education Learning begins at birth. It has been proven that the experiences and stimulation children receive in early childhood are crucial for their ongoing educational success, academic attainment, and future productivity
Achieve gender equality Investment in high-quality, accessible early childhood education is linked to better opportunities for women’s economic advancement
S O U R C E : Pia Brito, Why early childhood development is the foundation for sustainable development, Unicef
10
GOAL
Reduce inequality Attention to early childhood serves as a significant equalizer, bridging disparities among children from varying socio-economic backgrounds
11
GOAL
Make cities and human settlements inclusive, safe, resilient and sustainable A welcoming city for children in early childhood is a welcoming city for everyone. Children with opportunities to live in greener, safer and more sustainable spaces have a solid foundation for a healthier and fuller development
13
GOAL
Take urgent action to combat climate change and its impacts The impacts of climate change disproportionately affect pregnant women and young children, particularly those in vulnerable circumstances. Mitigating the effects of this crisis is crucial for safeguarding the current and future well-being of our youngest generations
BIBLIOTECA.fmcsv.org.br
B BOND The innate connection, or link between interdependent individuals. BRAIN Part of the nervous system, the brain controls all bodily processes. Protected within the skull, it regulates growth and development. BRAIN PLASTICITY The ability to constantly remodel not only the function, but also the structure of the brain, influenced by experiences and that continues over their academic careers.
C CHILDREN Individuals up to 12 years of age, as defined by the ‘Estatuto da Criança e do Adolescente’ (‘Child and Adolescent Statute’ – ECA).
COGNITIVE DEVELOPMENT Pertains to higher mental
functions such as memory, association, reasoning, and planning.
D DAYCARE A facility providing educational and care services for children up to three years old. DEVELOPMENT The ongoing, dynamic acquisition and refinement of skills, enabling increasingly complex functions across various contexts, including growth and maturation.
E EARLY CHILDHOOD Encompasses the first 6 years or 72 months of a child’s life, as outlined in the Legal Framework on Early Childhood (Law 13257/2016).
EARLY CHILDHOOD EDUCATION Educational programs for children up to six years old.
EPIGENETICS The study of changes
in gene expression caused by mechanisms other than changes in the DNA sequence, influenced by factors like nutrition and environmental conditions.
‘ESTATUTO DA CRIANÇA E DO ADOLESCENTE’ (‘CHILD AND ADOLESCENT STATUTE’ – ECA) Law 8069, enacted on July 13, 1990, provides a comprehensive legal framework for the protection of children and adolescents, safeguarding their human rights.
EXECUTIVE FUNCTION AND SELF-REGULATION SKILLS Mental processes that enable an individual to plan, focus, remember, and juggle multiple tasks effectively.
F FULL DEVELOPMENT Refers to the holistic progression of physical, emotional, social, and cognitive aspects.
GLOSSARY
Glossary
GLOSSARY
L LEARNING The process of constructing, acquiring, and internalizing knowledge.
P PARENTING Refers to the activities performed by caregivers to ensure a child’s survival, full development, and gradual path to social integration and independence.
PRESCHOOL Facility providing educational and care services for children aged 4 to 5 years.
R RIGHTS HOLDERS Defined by Brazil’s 1988 Federal Constitution, recognizing children and adolescents as citizens and rights holders, declaring that family, society, and the federal government shall have the duty to guarantee those rights with absolute priority. This modern approach replaces the outdated term “minor” with “child and adolescent.”
S STRUCTURAL RACISM A societal and institutional system that perpetuates inequalities and disadvantages for marginalized groups. It manifests itself in laws, policies, social norms, and everyday practices, resulting in persistent inequalities that favor one race over others. SUPPORT SYSTEM A network of interpersonal relationships providing emotional support, material assistance, services, and information for individuals and families. SYNAPSE It’s the process that occurs whenever neurons receive a stimulus. It’s the point of contact between them. Synapses form pathways that facilitate connections between different brain areas.
T TOXIC STRESS Stress experienced by a child over an extended period without supportive adult intervention. Toxic stress can disrupt the
healthy development of the brain and other body systems, increasing the risk of a range of illnesses. Sources of toxic stress include prolonged exposure to abuse, neglect, violence, or extreme poverty.
V VERY EARLY CHILDHOOD The stage of life from birth up until the age of 3.
W WINDOW OF OPPORTUNITY A critical period during which learning skills or developing aptitudes and competencies is particularly effective.