Early Childhood Education in Papua New Guinea

Victoria Carr, Kym SIMONCINI, Elisapesi Manson

Research output: A Conference proceeding or a Chapter in BookChapter

Abstract

Papua New Guinea (PNG) is the largest Pacifc island nation. The mountainous terrain and rugged landscapes created pockets of tribal isolationism on the island where 850 diferent languages (not dialects) are still spoken and cultural diferences in art, dance, music, costumes, architecture, and weaponry make PNG one of the most diverse nations in the world. This diversity is a source of pride, but can serve as a barrier to raising the standard of living for the majority of its citizens, specifcally with regard to the economy, law and order, health, and education (Hayward-Jones, 2016). This chapter summarizes the historical and modern infuences of politics, culture, and geography on educational
opportunities in PNG, and more specifcally, factors that impact childhood education. The independent state of PNG is the rugged, tropical eastern half of New Guinea, located in Oceania, east of Indonesia, between the South Pacific Ocean and Coral Sea, north of Australia. PNG is part of Melanesia which includes Vanuatu, the Solomon Islands, and Fiji. It comprises the eastern half of the island of New Guinea, the Bismarck Archipelago, and the island of Bougainville.
The country is divided into four regions, namely Highlands, Islands, Momase, and Papua, with 21 provinces and the National Capital District where the capital city of Port Moresby is located. The landscape consists of an extraordinary physical variety of mountainous and coastal lowlands spreading across more than 600 islands. The central part of the country rises into a topographically
difficult terrain that caused the people to remain in isolation for years. Along with its isolating geography, a political history of PNG provides a context for which creating a stable education system has been challenging.
Original languageEnglish
Title of host publicationHandbook of International Perspectives on Early Childhood Education
Place of PublicationNew York
PublisherTaylor and Francis - Routledge
Chapter18
Pages248-260
Number of pages13
ISBN (Electronic)9781317203629
ISBN (Print)9781138673021
DOIs
Publication statusPublished - 2018

Publication series

NameHandbook of International Perspectives on Early Childhood Education

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education
weaponry
political history
upland region
music
capital city
living standard
art
archipelago
coral
politics
geography

Cite this

Carr, V., SIMONCINI, K., & Manson, E. (2018). Early Childhood Education in Papua New Guinea. In Handbook of International Perspectives on Early Childhood Education (pp. 248-260). (Handbook of International Perspectives on Early Childhood Education). New York: Taylor and Francis - Routledge. https://doi.org/10.4324/9781315562193
Carr, Victoria ; SIMONCINI, Kym ; Manson, Elisapesi. / Early Childhood Education in Papua New Guinea. Handbook of International Perspectives on Early Childhood Education. New York : Taylor and Francis - Routledge, 2018. pp. 248-260 (Handbook of International Perspectives on Early Childhood Education).
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Carr, V, SIMONCINI, K & Manson, E 2018, Early Childhood Education in Papua New Guinea. in Handbook of International Perspectives on Early Childhood Education. Handbook of International Perspectives on Early Childhood Education, Taylor and Francis - Routledge, New York, pp. 248-260. https://doi.org/10.4324/9781315562193

Early Childhood Education in Papua New Guinea. / Carr, Victoria; SIMONCINI, Kym; Manson, Elisapesi.

Handbook of International Perspectives on Early Childhood Education. New York : Taylor and Francis - Routledge, 2018. p. 248-260 (Handbook of International Perspectives on Early Childhood Education).

Research output: A Conference proceeding or a Chapter in BookChapter

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Carr V, SIMONCINI K, Manson E. Early Childhood Education in Papua New Guinea. In Handbook of International Perspectives on Early Childhood Education. New York: Taylor and Francis - Routledge. 2018. p. 248-260. (Handbook of International Perspectives on Early Childhood Education). https://doi.org/10.4324/9781315562193