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  • 1. Peru: Child Care from aGlobal Perspective
  • 2. Overview of Peru
  • 3. GeographyArea: 1.28 million sq. km. (496,225 sq. mi.). Peru is the third-largest country in South America and isapproximately three times the size of California.Major cities: Lima (capital), Arequipa, Chiclayo, Cuzco, Huancayo, Ica, Trujillo, Ayacucho, Piura, Iquitos, andChimbote.Terrain: Western arid coastal plains, central rugged Andean mountains, and eastern lowlands with tropical foreststhat are part of the Amazon basin.Climate: Arid and mild in coastal area, temperate to frigid in the Andes, and warm and humid in the junglelowlands.
  • 4. PeopleNationality: Peruvian.Ethnic groups: Indigenous (45%); mixed background ("mestizo") (37%); European (15%);African, Japanese, Chinese, and other (3%).Population (2009): 29.11 million. Approximately 30% of the population lives in the Lima/Callaometropolitan area.Annual population growth rate (2009): 1.11%.Religions: Roman Catholic (81%), other (10%).Languages: Spanish is the principal language. Quechua, Aymara and other indigenous languagesalso have official status.Education: Years compulsory--11. Attendance--ages 6-11, 92%; ages 12-16, 66%. Literacy--96% inurban areas, 80% in rural areas.Health: Infant mortality rate (2006)--29.96 per 1,000. Life expectancy (2007)--68.33 years male;72.04 years female.Unemployment in Lima (2009): 8.4%; underemployment (2009): 44.66%
  • 5. Languages Spanish &QuechuaAre Perus official languages
  • 6. There are only eight known people left on the earth that speak the language of Chamicuro. And they all live near the Andes of Peru. Here are some ways to say animal names in Chamicuro:Horse = Kawali Monkey = Katuikana Chicken = Polyo Duck = Pato Dog =Manali Cow = Waka Cat = Mishi
  • 7. History of the Day CareIn Peru Day Care/Pre School, Toddlers, and Nursery Schools aswell as Pre Kindergarten and Kindergarten starts and begins inElementary schoolThere are schools that offer bilingual education in English andSpanishNursery schools begin at the age of (3 years old)In Peru, the school year is from March-December and summerholiday is January to the middle of March. Students also get 2weeks of vacation in August
  • 8. Preschool/Daycare is Peru began in 1975 but before that it wasnot recognizedReggio Emila Pre-schools/Daycare came to Peru in 1999After 1975 other preschools around Peru were opening up andpreschool/daycare was being recognized and placed into schoolsChild would actually start elementary school at 3 years of ageand continue right up until grade 11.
  • 9. Types of DaycareChildcare programs are the neediest projects in PeruThe government started to invest in early education andchildcare in 2001The program was called The Project for Integrated Services toChildren Less than Six Years in the Rural Mountainous RegionHowever, the program lost its funding and was shut down in2004
  • 10. Most childcare centres are very informal places that depend onmany volunteers from around the worldThe children in these places require a lot of care, attention andcompanionshipThese volunteers assist with organizing activities for the childrenas well as helping them with their school workMany of these childcare projects are disorganized, understaffedand underfunded
  • 11. In comparing formal and informal preschool programs, therewere reported differences in the language and mathematicsoutcomes of the two groups of childrenThe children who attended the formal preschools did better
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  • 13. Most recently, Peru has recently adopted a policy for thedevelopment of early childcare programs which supports thework of the countrys Non- Formal Program for Initial EducationThis policy makes it compulsory for childrens education to beginat the age of threePerus Laws of Childhood ensures that the States responsibilityfor children with disability include educationEven though programs have positive evaluations, they struggleto survive because of lack of funding
  • 14. Bibliography Images
  • 15. The Danger of Poor Day Care CentresThis video shows the consequence of havinglittle money for daycare centres in poor regions.