Transforming Early Childhood: Innovations for …...Transforming Early Childhood: Innovations for...

Transforming Early

Childhood: Innovations for

Quality and Inclusivity

Sharon Lynn Kagan, Ed.D. Teachers College, Columbia University

Child Study Center, Yale University

Asia-Pacific Regional Policy Forum Putrajaya, Malaysia July, 2016

Presentation Overview

Part I: Changing Context for Children

Part II: Thinking Differently About Children

Part III: Acting Differently for Children

Part IV: Creating Your System

+

Part I Changing

Context for Children

New Context 4

New Context

Globalization

Technology

Societal Changes

Gender Roles

Environment

New Context

Globalization Ease of communication, inter-connected economies

Technology Instant communication, hand held technology, online

learning

Societal changes Greater mobility within and across countries, greater inter-

ethnic interactions

Gender roles Women and girls taking on diverse leadership roles

Environment Global concerns for earth

5

New Knowledge 6

New Knowledge

Neuroscience

Evaluation

Econometric

Implementation

Systems

Neuroscience The early years are THE formative period of development

Young children’s brains grow to 80% of adult size by age 3 and to 90% by age 5

Young children grow faster and learn more in their early years than in any other period of life

High-quality early childhood care and intervention can prevent negative effects from taking hold and have powerful benefits

Strongest effects of high-quality care are found for children from families with the fewest resources and who are under the greatest stress

Investments in high-quality programs produce economic results

These savings are due to a reduction in social costs for incarceration, welfare dependence, teen pregnancy, referral to special education, and reduced grade retentions

7 Neuroscience

Evaluation Science

Econometric Science

Evaluation Econometric

Implementation Science

Implementation science strives to integrate research into policy and practice

Contends that if you separate the parts from the whole, you are reducing the ability to achieve goals

Applies to early childhood because there are so many moving parts that must be considered together

8 Implementation Systems

Systems Science

New Challenges 9

New Challenges

Quality

Equity

Inclusivity

Sustainability

Durability

Quality Long-term results only accrue with high quality services

Each additional year of quality education increases a child’s adult earnings by about 10%

Returns are highest in low- and lower-middle-income countries

But limited quality exists, so most countries are not yet reaping the benefits of ECD Have poor ratios, poorly trained personnel, inadequate funding and

confused governance

Unless the world tackles inequity today, in 2030: Low-income countries will not be on track to achieve universal primary

school completion

60 million children of primary school age will be out of school

Low-income countries will have primary completion rates of about 76%

10 Quality

Equity/Inclusivity

Equity Inclusivity

UNICEF. (2016). The state of the world’s children 2016: A fair chance for every child; UNICEF. (2016). The state of the world’s children 2016: A fair chance for every child.

Equity/Inclusivity

Inequities exist by wealth

Percentage of children 3-4 years old who attend some form of early childhood education program, by household wealth quintile

11

UNICEF. (2012). Inequities in early childhood development: What the data say. Evidence from the Multiple Indicator Cluster Surveys. UNICEF. Retrieved from http://www.unicef.org/lac/Inequities_in_Early_Childhood_Development_LoRes_PDF_EN_02082012(1).pdf

0

10

20

30

40

50

60

70

80

90

Bangladesh Lao People'sDemocratic

Republic

Mongolia Thailand Viet Nam

Richest20%

Poorest20%

Equity/Inclusivity

Inequities exist by geographic region

Gross enrollment in pre-primary education by region, 1999-2014

12

UIS. (2015). Gross enrollment in pre-primary education, both sexes. UNESCO Institute of Statistics.

0

10

20

30

40

50

60

70

80

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

World

Central Asia

East Asia andthe Pacific

South andWest Asia

Sustainability Planet is increasingly vulnerable (e.g., air, water); humans are

increasingly vulnerable (e.g., disease, trafficking)

Need to be mindful in all we do with children, we are obligated to prepare them to be citizens of a sustainable world

Services for young children, like young children themselves, are vulnerable and often shift when political parties do

Countries without sustained funding and governance, are characterized by: Fewer positive gains for children

More difficulty in establishing equitably distributed and inclusive programs

Lower levels of quality

Durability

13 Sustainability Durability

14

All Children as Competent

Learners

All Children as

Rights Bearers

All Children in a Holistic Context

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Part II

Thinking Differently

About Children

Thinking Differently 16


Learners

All Children as

Rights Bearers


All Children as Competent Learners 17

All Children as Rights Bearers

Children have entitlements: Safety Protection Education Health and Nutrition Equality Environment

18

All Children in a Holistic Context 19

20

ACT DIFFERENTLY


Learners


All Children in Holistic Context

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Part III

Acting Differently

for Children

22

WHAT DOES ACTING

DIFFERENTLY MEAN FOR THE

UNITED NATIONS?

Sustainable Development Goal 4.2

By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education Indicator 4.2.1: Percentage of children, under 5 years

of age, who are developmentally on track in health, learning, and psychosocial well-being

Indicator 4.2.2: Participation rate in organized learning (1 year before official primary entry age) for all countries

23

24

WHAT DOES ACTING

DIFFERENTLY MEAN FOR US?

Acting Differently 25


Learners

Optimize Learning

Environment


Make Services Fully Inclusive


Create an Integrated

System

Acting Systemically Using Systems and Implementation Sciences

26


Learners

Optimize Learning

Environment

Learning Sub-System



Services Sub-System

All Children in a Holistic

Context


System

Infrastructure Sub-System

27


Services Sub-System

Assessments

Supportive Pedagogy

Social/ Environmental Aspects of Learning

Continuity across the

Grades

Curriculum

Standards


Implications for Acting Differently 28


Learners

Optimize Learning

Environment

Learning Sub-System





System

Learning Sub-System 29

Assessments

Supportive Pedagogy


Continuity across the Grades

Curriculum

Standards

What is an Early Learning Sub-system?

1. Clear standards Specify what children should know/be able to do

Integrated, high-quality learning, both at the individual program level and increasingly within communities

2. Clear curriculum and strategies to achieve those standards Specify what services should be provided

Sometimes manifest as curriculum (what children learn) and pedagogy (how adults teach or deliver services)

3. Clear assessments Based on the goals and used to improve programs

May measure how children are progressing, how the program is doing

30

What is an Early Learning Sub-system?

4. Children’s environments Need to make the program setting as high quality (e.g.,

adequate space and water; opportunities for growth) Clear curriculum and strategies to achieve those

standards

5. Continuity across the grades Need to focus on transitions in development Need to be sure that activities are aligned and are age

and culturally appropriate

6. Supportive and culturally responsive pedagogy

31

Examples of Early Learning and Development Standards

32

Cambodia

• Physical and Health • Moral and Cultural • Social and Emotional • Cognition and Reasoning • Language

Laos

• Physical, Hygiene, and Safety • Language, Pre-Reading,

and Pre-Math • Cognitive • Social and Emotional • Character and Values

Mongolia

• Creative • Math • Mental • Physical • Socio-Emotional

Philippines

• Physical Health, Well-Being, and Motor • Language, Pre-Reading

and Pre-Math • Cognitive • Social and Emotional • Character and Values

Thailand

• Motor and Physical Well-Being • Social • Emotional • Cognitive • Language • Moral • Creative

Vietnam

• Physical • Emotional and Social • Language and

Communication • Cognitive

Rao, N. (2015) Early childhood development in the East Asia Pacific: Preliminary findings from the East Asia Pacific. University of Hong Kong. Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Activity%20Files/Children/iYCG/March2015/Hong%20Kong%20Presentations/3-%20Rao_EAP-ECDS%20For%20IOM%20meeting.pdf

Examples

Korea Supportive pedagogy: emphasis on well-being and play activities

Curriculum: champions creativity and character education

Continuity across the grades: emphasis on vertical and horizontal coherence

New Zealand Assessments: focus on developmental outcomes instead of actual child

outcomes

Supportive pedagogy: Balanced approach to well-being and academic learning

Curriculum: all children develop differently, addresses expectations of society

Vietnam Social/environmental aspects of learning: whole group and small group,

active-listening and active-doing, adult-led and child-initiated activities

Continuity across grades: linked initiatives for under 3s and older age group

33

Taguma, M., Litjens, I., Makowiecki, K., & Kim, J.H. (2012). Quality Matters in Early Childhood Education and Care: Korea; Taguma, M., Litjens, I., Makowiecki, K., & Early, Q. M. (2012). Quality Matters in Early Childhood Education and Care: New Zealand; Sharma, A., Tajima, S., Myagmar, A., & Fang, D. (2013). ARNEC research brief 2013 no. 2: Noteworthy practices. Retrieved from http://www.arnec.net/wp-content/uploads/2014/03/ARNEC-Research-Brief-2013.pdf

Implications for Acting Differently 34


Learners

Optimize Learning

Environment



System



Services Sub-System

Linking Learning and Programs/ Services Sub-Systems

35

Provision Sub-System

Programs/Services Sub-System

Assessments

Supportive Pedagogy



Grades

Curriculum

Standards

Programs/Services Sub-System 36

PROGRAMS/SERVICES

Health

Parenting Education

Child Care Transition

Preschool

Home Visiting

Examples: Australia, Hong Kong, Malaysia, and New Zealand

Increasing public expenditure

Expenditure on pre-primary as % of total government expenditure

37

UIS. (2015). Expenditure on education as % of total government expenditure (all sectors). UNESCO Institute of Statistics.

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Australia

HongKong

Malaysia

NewZealand

Service Obligations to Young Children

Governments not only expanding amount of money, but expanding range of services: Early childhood mental heath expansion

Universal health care

Nutrition

Social protection and environment

Universal pre-kindergarten

Home visiting

Expansions of services to infants and toddlers

38

Source: Gomez, R.E., Kagan, S. L., & Fox, E. A. (2014). Professional development of the early childhood education teaching workforce in the United States: An overview. Professional Development in Education, 41(2), 169-186.

Is inefficient and often wastes precious resources Breeds inconsistencies, turnover, and a lack of quality

Very challenging for public and families to put programs pieces together

Is inequitable because often programs don’t serve children of all ages and all regions Many initiatives are designed as model programs that are not scalable to

entire population

Program approach is characterized by sporadic, episodic efforts

Doesn’t build capacity in system Programs may compete for staff who leave for better pay

BUT!!! A Program Focus only is Limited

FROM: Thinking about services and programs

TO: Thinking about systems

Changing Our Thinking

41



Assessments

Supportive Pedagogy



Grades

Curriculum

Standards


All Children in a Holistic Context 42


Learners

Optimize Learning

Environment



All Children in a Holistic

Context


System


In ECE, a SYSTEM is: Programs and Infrastructure

43

Source: Kagan, S. L., & Cohen, N. E. (1997). Not by chance: Creating an early care and education system. New Haven, CT: Yale University Bush Center in Child Development and Social Policy.

Child and Family Child

Care Pre-Kindergarten

Home Visiting

Infrastructure

Transition

K-3

44

Gears: Need to work in all areas to move the infrastructure

Linkages to Schools and Community Health Settings

Governance

Program Regulation and

Inspection Family and

Community Engagement

Professional Development

Standards, Curriculum,

and Assessment

Quality Pedagogy, Teaching, and

Learning

Financing Mechanisms

45

SYSTEM =

PROGRAMS/DIRECT SERVICES + INFRASTRUCTURE

8 – 1 = 0

+

1. Quality Pedagogy, Teaching, and Learning Rich, varied learning opportunities that engage children Characterized by activity, inquiry, reflection, and curiosity Produce productive outcomes for children

2. Standards, Curriculum, and Assessment Early learning and development standards specify what

children should know and do and are culturally responsive Curriculum framework helps teachers plan, and provides

ideas for children Ongoing assessment to improve instruction

46

3. Regulations and Inspection for Programs Done regularly by professionals Information from inspections needs to

be used for quality improvement

4. Professional Development Pre-service In-service Consistent requirements for all teachers

47

5. Financing Mechanisms Too much focus on quantity, not quality Need consistency in funding Need to blend public and private funds

inventively

6. Governance Horizontal debate: which ministry (e.g., health,

education) Vertical debate: which level (e.g. local, regional) Governance brings clarity on who does what, for

whom, when, and with what authority and accountability

48

7. Family and Community Engagement Major commitment to family engagement in

programs, decisions, governance Helps keep programs responsive to parental

needs Could build an advocacy base for social

change

8. Transitions/Linkages From pre-primary to primary Among health, education, social services

49

50 50


51



Assessments

Supportive Pedagogy



Grades

Curriculum

Standards


• Quality

• Equity/ Inclusivity

• Sustainability/ Durability

Using Systems to Address Critical Issues

52

Examples Australia

Program regulations and inspection: ACECQA (Australian Children’s Education & Care Quality Authority) and NQS (National Quality Standard) promote quality improvement

Family and community engagement: Families as First Teachers (FAFT) builds on positive engagement of Indigenous families and communities to support transition

Cambodia Professional development: 14 day teacher training program to orient new teachers to

child-friendly teaching methodologies

Quality pedagogy, teaching, and learning: modified curriculum to focus on skills to succeed in school

Singapore Standards, curriculum, and assessment: move towards holistic development, highlights

children as curious and active learners

Program regulations and inspection: Preschool Accreditation Framework (SPARK) encourages self-improvement; guarantees that preschools comply with minimum standards

53

Sharma, A., Tajima, S., Myagmar, A., & Fang, D. (2013). ARNEC research brief 2013 no. 2: Noteworthy practices. Retrieved from http://www.arnec.net/wp-content/uploads/2014/03/ARNEC-Research-Brief-2013.pdf; ARNEC. (2011). Quality early childhood matters: Making a critical investment for a country’s future. Retrieved from http://www.arnec.net/wp-content/uploads/2014/04/Booklet-4-Qualy-ECCD-Matters.pdf; ARNEC. (2011). Quality early childhood matters: Making a critical investment for a country’s future. Retrieved from http://www.arnec.net/wp-content/uploads/2014/04/Booklet-4-Qualy-ECCD-Matters.pdf

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Part IV Creating

Your System

Three Strategies

I. Acknowledgements

II. Create Goals and Theory of Action

III. Think and Move

Strategically

55

Step 1: Acknowledgements

Three acknowledgements: 1. Hard to work on all

systems at once 2. Most countries do not

have a systemic vision 3. Most countries have no

sequenced strategy

56

57

SOC

IO-C

ULTU

RAL SO

CIO

-CU

LTU

RAL

SOCIO-CULTURAL (Values, Beliefs, Heritages, Religions)

TEMPORAL

TEMPORAL (Political, Economic, Environmental)

TEMPO

RAL

TEM

PORA

L

MESO

MACRO

SOCIO-CULTURAL

EFFECTIVE ECD

SYSTEM

C

STANDARDS AND ASSESSMENT

REGULATIONS AND INSPECTION

PROFESSIONAL DEVELOPMENT

FINANCING MECHANISMS

GOVERNANCE

FAMILY & COMM ENGAGEMENT

B

TRANSITIONS/ LINKAGES

Systemic Goals

D

QUALITY

EQUITY/ INCLUSIVITY

Family Goals

E

MEANINGFULLY INVOLVED

ORGANIZATIONALLY SUPPORTED

CHILD AND

FAMILY WELL BEING

F

MICRO

G

H

Infrastructure/ Sub-systems

Boundary Spanning Efforts and Programs

A

Edu Hlth/Ntr SP/W

Prog A

Prog B

Prog C

Prog D

SUSTAINABILITY/DURABILITY

QUALITY PEDAGOGY

Step 2: Create Goals/Theory of Action 58

Systemic Goals

D

QUALITY

EQUITY/ INCLUSIVITY

SUSTAINABILITY/ DURABILITY

Systemic Goals

D

QUALITY

EQUITY/ INCLUSIVITY

SUSTAINABILITY/ DURABILITY

Step 2: Create Goals/Theory of Action 59

Step 3: Think and Move Strategically

Think big: Envision the ideal

Think far: Short/long-term

Think different: System = programs + infrastructure

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61

61

Think Different

Steve Jobs to John Sculley: “Do you want to spend the rest of

your life selling water, or do you want a chance to change the world?”

They did revolutionize six industries: Personal computers, animated

movies, music, phones, tablet computing, and digital publishing

62

“The people who are crazy enough to think

they can change the world are the ones who do.”

Apple’s “Think Different” Commercial 1997 Foreword to Walter Isaacson’s book, Steve Jobs

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Assessments

Supportive Pedagogy



Grades

Curriculum

Standards


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Transforming Early Childhood: Innovations for …...Transforming Early Childhood: Innovations for...

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