I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

The Step by Step Program: The Challenge of Measuring ECD in Central Eastern Europe, the CIS and the Baltics

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Overview of the Presentation

I. The Step by Step Program: Reforming ECD Policies and Practices in Central Eastern Europe, the CIS and the Baltic States

II. System of ECD in the former Soviet UnionIII. Measuring Early Childhood Development: A

Historical PerspectiveIV. Changing Concepts and Tools for Measuring Child

Development

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

I. The Step by Step Program in Central Eastern Europe, the CIS and the Baltic States

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Declining Birth Rates

1

2

3

4

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Central Asia

Caucasus

Other South EasternEuropeBaltic States

Central Europe

Bulgaria and Romania

Western CIS

Data from UNICEF Innocenti Research Centre

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Percentage of Children in Preschool, ’89, ’94, ‘02

0.0

10.0

20.0

30.0

40.0

50.0

60.0

Arm

enia

Azer

baija

n

Georg

ia

Kaza

khsta

n

Kyrg

yzsta

n

Tajik

istan

Turk

men

istan

Uzbek

istan

0.0

10.0

20.0

30.0

40.050.0

60.0

70.0

80.0

90.0

100.0

CzechRepublic

Hungary Poland Slovakia Slovenia Est onia Lat via Albania Serbia andMont enegro

Belarus Moldova Russia Ukraine

1989 1994 2002

Data from UNICEF Innocenti Research Centre

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

12 Years of Step by Step1994-2006

1994• A project of the Open

Society Institute and the Network of SorosFoundations

• 15 Countries• 1,248 Teachers

Trained• Experimental status

with the Ministry of Education

2006• Implemented by 30 National

Step by Step NGOs united under the International Step by Step Association (ISSA)

• 30 Countries• 220,000 Teachers Trained• Ministry of Education

Approval, Accreditation• Step by Step Teams Participate

in policy development

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Equal access to education and care opportunities

Child-centered, individualized teaching and learning

Development of skills for life-long learning and participation in a democracy

Teachers as facilitators

Family Involvement

Community Engagement in Public Education

Culturally-appropriate learning environments and approaches

Ongoing professional development

Core Principles of the Step by Step Program:

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o nCentre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

A Model of Technical Assistance and Support

• Teacher Manuals• Training Modules• US Training for Core

Staff• National Trainings • Ongoing Capacity

Building of Core Team

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Establishment of National ECD NGOs and the International Step by Step Association

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

ISSA has become the primary networking organization in early childhood in the region

The Network Divisionfacilitates information sharing and engages in advocacy.

The Program Divisiondeepens existing Step by Step programs and extends Step by Step to interested countries.

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Working Together: Our Partners

Establishment of NGOs and ISSA reflected a new partnership strategy

Step by Step programs have partnered with:

• World Bank

• UNICEF

• USAID

• European Union

• Mott Foundation

• And many others

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

As programs become independent, they find new sources of funding

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Infants and Toddlers

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Preschool Classrooms

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Primary School Classrooms

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Parent Involvement

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

II. System of ECD in the former Soviet Union

•Children were a priority•ECD programs freed both parents to build a wealthy society•Education and upbringing became domains of the State•Competition with the West required highly educated citizens•Equal access to education and opportunities in order to identify talent and use all human resources

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Description of the Preschool System

• Preschools provide a service to parents• Enterprise vs. governmental preschools• Serve children 3-6 (younger in crèches)• Preparatory years for school (ages 5/6)• National norms for preschools: buildings,

staffing, curriculum, methodologies• Highly trained staff, little turnover

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

The Same Architect!

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Playgrounds for Each Group

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Classroom Environments

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Medical Services and Physical Activities

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Bathrooms, Bedrooms, Kitchens

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

The Daily Schedule

Preschools operate from 7 AM – 7 PM (plus extended services)

7:00 – 8:30 Arrival8:30 – 9:00 Breakfast9:00 – 11:00 Learning activities11:00 – 12:00 Outdoor play12:00 – 12:30 Lunch12:30 – 3:30 Quiet “hour”3:30 – 4:00 Snack4:00 – 5:00 Outdoor play5:30 Dinner

Special hours for music and gym

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

III. Measuring Early Childhood Development : A Historical Perspective

• Intelligence testing was popular in the US but banned in the USSR

• Censorship of Vygotsky (1930s to 1960s)

• Norms for children, but no regular testing

• Medical Pedagogical Commissions test children with suspected disabilities

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Testing in the Region in the 1990s : Two Examples

• Testing Roma Children (Slovakia)

• Identification of Children with Disabilities (Ukraine)

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

a. Child Observation Forms (Preschool and Primary)to measure and report changes in children’s developmental levels

b. Quality Early Education Initiative: ISSA Pedagogical Standards a professional development tool to mentor and certify teachers

c. Case Study Project introducing qualitative approaches to exploring program impact

IV. Changing Concepts and Tools for Measuring Child Development

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

a. Step by Step Child Observation Instruments:Development and Uses

• Developed through a collaborative process (Task Force) with regional and international experts

• Separate forms for Preschool and Primary• Teachers conduct observations 2x per year• Ratings: not observed, beginning, developing, consistently• Uses include:

– Demonstrating progress of a child at parent conferences– Developing lesson plans for small group activities– Developing a plan for the whole class– Informing a new teacher who will teach the child in the

subsequent year

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Step by Step Child Observation Instrument (Preschool):

Five Domains of Development

Social and Emotional Development: Self Identity and Self Esteem, Self Control and Interactions, Social Behavior

Language: Receptive Language, Expressive Language, Pre-Reading and Literacy Skills, Prewriting Language and Literacy Skills

Cognitive Development: Motivation and Problem Solving, Logical and Mathematical Thinking, Knowledge and Information

Creativity: Creative Appreciation, Creative Capacities

Physical Development: Gross Motor, Fine Motor, Health and Safety

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Social and Emotional Development:Self Identity and Self Esteem

1. Describes self, family and cultural group2. Demonstrates a positive attitude towards

self and others3. Shows confidence in self4. Demonstrates independence5. Respects the rights of self and others

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

b. Quality Early Education Initiative: A Framework for Professional Development• ISSA Pedagogical Standards cover Preschool and

Primary grades• Trainings and manuals for:

– Teachers– Mentors– Certifiers

• Promotes teachers’ self-directed learning• Mentors conduct observations and develop individual

professional development plans with teachers• Teachers can apply for international certification

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

ISSA Pedagogical Standards:A Tool to Support Teacher Professional Development

1. Individualization2. Learning Environment3. Family Participation4. Teaching Strategies for Meaningful

Learning5. Planning and Assessment6. Professional Development7. Social Inclusion (added in 2004)

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

ISSA Pedagogical Standards: Individualization

Teachers use their knowledge of child development and their relationships with children and their families to understand the diversity of each class and to respond to each child’s unique needs and potentials

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Individualization

Indicator 1.1Teachers promote positive self-concept by interacting with individual children in a way that is consistent with their knowledge of child development.•Interact frequently with each child, showing affection, interest and respect•Talk in a friendly, courteous and respectful manner to children at their eye level, using individual children’s names.•Make positive non-verbal connections with children.

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

c. Step by Step Case Study Project• Develop reflective practice within the

Step by Step Program and ISSA• Document the program to share with

international audiences for Step by Step’s 10th anniversary

• Develop capacity in qualitative research in a network of over 100 researchers

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Main Components of the Project

• Steering Committee: develop training plan, agree on case study report framework and project timeline, mentor 4-5 individual country research teams

• Common cross-cutting themes• On-line course (6 weeks)• 2 interactive seminars (Feb and May 2004)• International mentor assigned to each country

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Cross-Cutting Themes

• Children’s outcomes• Family and community engagement• Equal opportunities for development• Teacher professional development• Enabling networks and partnerships• Program sustainability

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

The Ukrainian Case Study

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Contextual Research Challenges in Central and Eastern Europe, CIS and Baltic States

• Limited experience in quantitative and qualitative research models and objective assessments

• Education systems that have not cultivated critical writing and thinking

• Absence of standardized tools for holistic child development outcomes

• Mistrust of data, often because there is a lack of reliable data

• Limited experience in developing evidence-based policies

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006

I n t e r n a t i o n a l S T E P B Y S T E P A s s o c i a t i o n

Reasons for Optimism• Openness to change

• Interest in technical partnerships

• Motivations to develop new approaches

• High educational level

• Recognition of the importance of ECD and participatory evaluation

• Energy and Skill

Centre of Excellence for Early Childhood Development, Vaudreuil (Québec) April 26-28, 2006