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Early Child Development & Learning Jane Bertrand, Early Childhood Educator

Early Child Development & Learning Jane Bertrand, Early Childhood Educator. Innovations for Learning & Learners Kelowna, BC May 26, 2006. The long reach of early childhood. Early child development is the first and most critical phase of human growth.

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Early Child Development & Learning Jane Bertrand, Early Childhood Educator

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  1. Early Child Development & LearningJane Bertrand,Early Childhood Educator Innovations for Learning & LearnersKelowna, BC May 26, 2006

  2. The long reach of early childhood Early child development is the first and most critical phase of human growth.

  3. ‘Sensitive periods’ in early brain development Vision Hearing Habitual ways of responding Language High Emotionalcontrol Symbol Peer social skills `Numbers’ Sensitivity Low 0 1 2 3 4 5 6 7 Years Graph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.)

  4. Literacy – Early Vocabulary Growth 1200 High SES Middle SES Cumulative Vocabulary 600 Low SES 0 12 16 20 24 28 32 36 Age - Months B. Hart & T. Risley, Meaningful Differences in Everyday Experiences of Young American Children, 1995

  5. Estimated Cumulative Difference in Language - Experiences by 4 Years of Age Million 50 Professional 40 Working-class 30 addressed to child Estimated cumulative words 20 10 Welfare 0 0 12 24 36 48 Age of child in months

  6. Vulnerable Children Aged 4 to 6 – NLSCY 1998 40 30 Ontario Prevalence of Vulnerable Children 20 Rest of Canada 10 0 -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 Socioeconomic Status

  7. Average Economic Family Income Families with at least one child < 15 < $58, 000 $58,000 – 68,000 $68,000 – 82,000 $82,000 – 100,000 $100,000 – 290,000 Data from 2001 Census

  8. Measuring Development At School Entry Percentage of students who scored in the lowest 10th percentile in 2 or more domains Over 25% Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

  9. Grade 3 EQAO Assessment of Reading (01-02) Proportion of students who achieved level 3 or 4 Fewer than 40% Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

  10. Grade 6 EQAO Assessment of Reading (01-02) Proportion of students who achieved level 3 or 4 Fewer than 40% Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

  11. Measuring Readiness for School Learning Percentage of students who scored in the lowest 10th percentile in 2 or more domains Less than 10% Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

  12. Grade 3 EQAO Assessment of Reading (01-02) Proportion of students who achieved level 3 or 4 Over 70% Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

  13. Grade 6 EQAO Assessment of Reading (01-02) Proportion of students who achieved level 3 or 4 Over 70% Representation of data from “Toronto Report Card on Children”, Vol 5, Update 2003

  14. Families Matter Most The parent-child relationship is paramountand parents know this.

  15. Vulnerable Children & Income Early Years Study, 1999

  16. Vulnerable Children & Parenting Early Years Study, 1999

  17. Family Life Families come in all sizes and shapes. Mothers, fathers, aunts, uncles & grandparents usually work – part-time, full-time, irregular hours. Young children and their families live in neighbourhoods & communities.

  18. Making a Difference Parents need support from others to do the best job they can. ___________________ They always have.

  19. Abecedarian Study – Reading Effect Size Primary Grades Preschool Preschool & Primary Grades 1.2 0.8 0.4 0 Age 8 Age 12 Age 15 Age 21 Age at Testing

  20. Early, Often, & Effective “…What we envision will be a first "tier" program for early child development, as important as the elementary and secondary school system and the post-secondary education system. The system should consist of community-based centres operating at the local level within a provincial framework…” Early Years StudyMcCain & Mustard, 1999. p. 20

  21. Component 1:Problem-based play Regular, consistent play provides rich stimulation that is absorbed into core brain development.

  22. Component 2: Parenting The parent/child relationship is the most powerful influence on children's early brain development, particularly in the first two years.

  23. Component 3: Resources Centres can be linked to home visitingandhome care satellites, and early identificationandintervention services.

  24. Component 4:Prenatal & postnatal supports Access to childbirth and child development information, group discussions, workshops, and neighbourhood and community resources.

  25. Component 5: Nutrition Optimal early child development begins with adequate nutrition fromconception onwards.

  26. Component 6: Full-day, full-year options Families require a range of care arrangements including part-time, full-time, occasional, and respite options.

  27. Full-day, full-year options Nutrition Problem- based play Pre- and post-natal supports Parental participation Resources for families Theintegratedearly childhood centre

  28. Problem- based play Nutrition Full-day, full-year options Child Care

  29. Problem- based play Nutrition Parental participation Resources for families Family Resource Programs, Parenting Centre, Family Place

  30. Kindergarten, Preschool, Nursery School Problem- based play Nutrition

  31. Co-operative Preschool Problem- based play Nutrition Parental participation

  32. Head Start Problem- based play Nutrition Parental participation Resources for families

  33. CAPC/CPNP Nutrition Pre- and post-natal supports Parental participation Resources for families

  34. Full-day, full-year options Nutrition Problem- based play Pre- and post-natal supports Parental participation Resources for families Theintegratedmodel

  35. Early Childhood Centre Creating quality environments Neighbourhood & schools Local decision-making Public policy framework

  36. Benefits to Children • Stable environments • Coping, competence, health, & well-being • Quality of daily life

  37. Benefits to Parents • Increased ability to participate directly in their child’s early learning & development • Support to earn a living or pursue further studies

  38. Benefits to Society • Cost effective • Increased belonging • Increased human capital • Increased ability to participate in a democracy

  39. Chaos Early intervention Education Health Family support Social services Public health Munici-palities Community services Local school authorities Parks & recreation Parenting centres Kindergartens Preschools Early Intervention Child care

  40. ECD-P centre ECD-P centre ECD-P centre ECD-P centre ECD-P centre ECD-P centre Local decision-making body fundsEarly Child Development & Parenting centres Local decision- making

  41. ECD-P centre ECD-P centre ECD-P centre ECD-P centre ECD-P centre ECD-P centre Coherence Social services Early intervention Family support Health Policy framework Education Local decision- making

  42. The Bottom Line What happens in the early years matters now…. …and later.

  43. `Sensitive periods’ in early brain development “Pre-school” years School years High `Numbers’ Peer social skills Symbol Sensitivity Language Habitual ways of responding Emotionalcontrol Vision Hearing Low 1 2 3 4 5 6 7 0 Years Graph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.)

  44. Proportion of Students vulnerable on one or more subscales of the EDI

  45. Rates of Return to Human Capital Investment Brain Plasticity Equal at all ages Most plastic in early years Preschool Programs Education R Job Training Pre- School School Post School 0 Age R - Rate of return Pedro Carneiro, James Heckman, Human Capital Policy, 2003

  46. Recent Developments Promising policies & programs emerging across Canada………

  47. Provincial Government Initiatives Examples: • BC Cross-sectoral ECD Coalitions • Saskatchewan Learning • Healthy Child Manitoba • Ontario Best Start • Centre de la Petite Enfance, Quebec • Nova Scotia Preprimary Pilot Project

  48. Toronto First Duty Early learning & care for every child that supports optimal child development & parenting capacity while enabling parents’ to work. - Informing Best Start www.toronto.ca/firstduty

  49. TFD: The Integration Continuum Collaboration Communication Co-existence Consolidation Coordination

  50. TFD: The Elements • Decision-making • Seamless access • Early learning environment • Early childhood team • Parent participation • Public policy framework

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