ABSTRACT
Following its independence in 1948, Sri Lanka recognised the importance of education for all with the introduction of equality of access to education and health care. Compulsory education for 5 to14-year-old children followed in 1998, resulting in a current literacy rate of 92% (YCharts, 2015). The outlook for early years is less advanced. Although the end of 2017 saw the government adopt a set of national childcare standards, there is still concern about the implementation and monitoring of these. This chapter explores the current practices and provision for early childhood development (ECD), drawing upon the author’s extensive experience in the early years field. Challenges in providing quality provision will be discussed, including the difficulties of providing a programme that can meet the needs of the six major ethnic groups, each with their own language, that make up Sri Lanka’s diverse population. Case studies will be used to illustrate some successful strategies that have been used to engage with parents and support successful transitions for children.
