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transcript
SOCIAL INNOVATION AND
EXPERIMENTATION
VIDA-PROJECT
Bente Jensen
AARHUS UNIVERSITY,
DENMARK
Conference, Wroclaw
Monday 26 September 2011
“Innovative responses to the
Social Impact of the Crisis”
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Content
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• Policy issues
• VIDA-project – a social innovation-approach
• The Evaluation methodology and meaures tested
• Conclusion and policy recommendation
Political Issues
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• Danish Social Politics on ECEC (Dagtilbudsloven,
2004/2011) aims to improve all children’s and
young people‟s well-being, development and
learning
• Prevent negative consequences for children
growing up in a socially impaired environment –
prevent marginalisation and social exclusion
• Promote continuity and cohesion between
different offers
• Give all families flexibility and various choices
• Learning and child environment contributes to
promote the aims (Ministry of Social Affairs, 2011, LBK no. 314, 11. april 2011
Political Issues – major problems 123
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Socially disadvantaged children identified as
• Children with a socially impaired background
(predicted by poverty, unemployment among
parents, short or no education, parents on welfare
payment and/or difficult divorces).
Political issues -major problems 123
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Socially disadvantaged children (...cont.):
• have high risk of being involved in child service
systems related to the identified poor socio-
economical conditions.
• may have less developed cognitive and social
skills and are at high risk of being excluded from
early age in day care
• day care may (re)produce social inequality
Political Issues – summary
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•Staff is not educated to meet these social
political issues, to implement new legislation
(regarding to Clearinghouse Review (Nordenbo
et al., 2010, evaluations (2006, 2008)
•Public Policy in the ECEC often not aligned with
evidence-based knowledge(Pianta et al, 2009)
•
Background Research showed that what works is:
An early effort (children from age 3) targeting children’s learning and cognitive development in day-care (e.g. Garber, 1988).
High-quality care (structure and process), i.e. well-educated staff, good staffing, systematic curriculum-based efforts with attention to socio-emotional and intellectual development (Currie & Neidell, 2007, Melhuish, 2003).
A combination of day-care program and parental involvement appeared to generate the greatest effect (e.g. Kaminski, 2007).
Offers for parents that do not involve day-care may even have a directly negative effect (e.g. Roberts et al., 1989, Wasik et al., 1990, a new Clearinghouse Review, VIDA 2011:02).
Educated staff more effective measured in youth competences (PISA) at ending school
Cost-benefit analysis showed that longterm benefit outweigh the costs involved, especially for disadvantaged groups (Heckman, 2008)
VIDA-Knowledge Based efforts for
socially disadvantaged children
• To improve socially disadvantaged children‟s well-
being, learning, inclusion (VIDA)
• To improve parents‟ believes on and actual own
parental capacity to improve children‟s
development (VIDA+)
• VIDA compares 1) VIDA (Basis) with the 2) same
program supplemented with VIDA (Basis +)
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VIDA – Education and Training
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• Staff are educated to develop and work with a detailed curriculum
based on knowledge about „ what works‟, analyse situations in the
individual day-care (e.g. composition of children, staff‟s preconditions
etc.)
• Education program serves as a platform that ensure that staff:
• Change practice based on theories and evidence of „what
works‟ – and on guidelines (VIDA – VIDA +)
• Construct curricula that comprises the goals, methods and
specific content relevant to specific target groups learning, well-
being, 3-6 yrs children (VIDA) and parental involvement (VIDA+)
• Work with including learning environment for all children –
improving learning opportunities through inclusion - new creative
experiments
Implementation of VIDA Program
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Materials and tool are developed to improve staff‟s
innovative skills to implement VIDA by
Knowledge
Knowledge element – involves a Qualification Folder, dialogue and knowledge-sharing
By education program and workshops for manager and one employer, by teachers from University Colleges, 3 times (once a year 7 days pr. 4 months (2011, 2012, 2013)
Reflection
Reflection and critical analysis element – involves tools and questions that trigger reflection on existing practice and goals for renewal and improvement of practice.
By reflection and knowledge-sharing in local networks after the courses and placed in-practice-training (supported)
Action
Action and change element – staff develop new procedures (action plans) that meet the social political and evidence-based challenges Knowledge and reflection-elements are used to work intensive – systematically with wellbeing, learning, social inclusion.
By courses form managers in facilitating change, innovation (based on a perspective of change in and of organisations
Meeting new challenges – a summary
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• A traditional – one-way – educational model, that simply teach staff in new knowledge is not enough
when the goal is social innovation
• An innovative interactive-way - educational model
(VIDA) implies that staff participate in developing creative solutions, work with innovation in organisations
• Involves 7,000 children in general day-care,
randomized control trial (RCT-design) at the
institutional level (120 institutions) in four
municipalities (2010 -2013)
• The program includes all groups of children;
about 95% of all Danish children attend day-care
• Implemented by educated and non-educated
staff, because that is common in Denmark.
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Testing the two VIDA Programs - a Social Experiment
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• Implemented in a determined and systematic
manner in 80 intervention day-care centres (+ 40
day-care centres that constitute the control
groups)
• The intervention covers both a basis program and
a basis + parental program
• Sampling
Experimental Study of
the VIDA Program (cont.)
Sampling and measures. 7000 children in 120 day care centres - 4 municipalities
2300 children in 40 day
care centres - 4
municipalities selected for
VIDA-Program
2300 children in 40 day-
care centres -4
municipalities selected for
VIDA+Parental Program
2300 children in 40 day
care centres - 4
municipalities selected for
control-goup of
institutions
2. Meausures
Primo 2012
3. Measurements
Primo 2013
Baseline measurements
primo 2011
2. Measurements ultimo
Primo 2012
3. Measurements
Primo 2013
2. Meaurements
Primo 2012
3. Meaurements
Primo 2013
Intervention starts medio
2011
Baseline measurements
primo 2011
Intervention starts medio
2011
Baseline measurements
primo 2011
Measures used
Child (3-6 yrs)
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Effects of the intervention are measured through the
different domains of the “Strength and Difficulties
Questionnaire” (SDQ).
Effects are also measured on different cognitive learning
goals, e.g. language, science, concentration
(measurements inspired by EPPE, Sylva, Melhuish et al, 2011)
Data are correlated with data from Statistics Denmark
(civil registation no. (CPR) on each child),
Long-term Effect measures
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Effect measurements are supplemented (if funded)
with measures measures in a longitudinal perspective:
•Children‟s entrance to school (school-readiness)
•Children‟s competence by leaving school (Pisa)
•Youth education
•Later employment
•Crime
•Etc.
VIDA compared to
International Programs of ‘What works’
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• All are model program experiments (RCT designs).
• Perry Preschool program (US): 123 children, randomized control at
the individual level. Special education program
• Abecedarian (US): 97 children, randomized control at the individual
level. Special education program
• ASP program: 3,000 children in universal day-care, randomized
control at the institutional level in two municipalities (pilot)
• VIDA program: 7,000 children in general day-care, randomized
control at the institutional level in four municipalities.
• VIDA – represents larger samples to test the success of interventions in
general day-care. Main reason for designing a new innovative
program, emphasising social inclusion as a part of the intervention.
Preliminary results
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Treatment effect on SDQ measures (ASP-program) of
non-cognitive aspects with lower conduct problems,
lower hyper activity and peer relational problems
conditional on the fraction of children with emotional
symptoms (Jensen and Holm, 2011).
Results from VIDA-baseline (oct 2011) show a
successful randomization
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The VIDA program differs from international intervention
programs (e.g. Perry Preschool) by:
1) A resource-oriented view on socially disadvantaged
children, focus on social inclusion
2) Understanding intervention as a social innovation,
means that staff are educated to use evidence-
based knowledge in order to bring „theory in
practice‟
3) – developing social changes in the entire
organisation and society
Conclusion
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Based on VIDA as Social Innovation - policy in three levels:
• MAKRO-LEVEL • VIDA Education as a Program at University Colleges
• Higher levels of educated staff as policy
• MESO-LEVEL.
• Education of managers to work with organisational change (social innovation), facilitation
• Municipalities implementation VIDA program in all
day-care centres, organize the work in
interdisciplinary supporting teams • MIKRO-LEVEL.
• Staff educated to work evidence-based and
reflective
Recommendations
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VIDA Project – Social Innovation and Experimentation
financed by Danish Ministry of Social Affairs
For further information: www.dpu.dk/vida
Bente Jensen, Project manager, Aarhus University E-mail: bj@dpu.dk Photos from ”That will teach them – the child from day care to graduation”, DPU, 2009