Early Experience and longer-term effects: Research and Policy - - PowerPoint PPT Presentation

▶
early experience and longer term effects research and
SMART_READER_LITE
LIVE PREVIEW

Early Experience and longer-term effects: Research and Policy - - PowerPoint PPT Presentation

Mar 01, 2023 243 likes •605 views

Early Experience and longer-term effects: Research and Policy Edward Melhuish University of Oxford University of Wollongong ARACY- ELAA Seminar, Melbourne, October 16 th , 2015 Populations are changing Europe 2050: workforce will decrease by

slide-1
SLIDE 1

Early Experience and longer-term effects: Research and Policy Edward Melhuish

University of Oxford University of Wollongong ARACY- ELAA Seminar, Melbourne, October 16th, 2015

slide-2
SLIDE 2

Populations are changing Europe 2050: workforce will decrease by 50 million while elderly increase by 50%. Similar situation in Australia, and other developed countries. Economic sustainability will require maximizing the capacity of the workforce, with an increase in productivity to maintain living standards.

slide-3
SLIDE 3

The impact of family disadvantage upon well- being is persistent. Early experience is cri<cal in this link. Two arguments for inves<ng in early childhood.

  • 1. Moral – moral duty to op<mise wellbeing.
  • 2. Economic – we all benefit in the long-term
slide-4
SLIDE 4

OECD 2012: Across OECD, 20% do not achieve basic minimum skills. The problem is twice as great for disadvantaged groups. Disadvantaged groups have greater risk:

  • for poor health
  • Social, emotional, behavioural problems
  • Attention, cognitive and language problems
  • Affects educational progress, literacy,

numeracy, social skills, employability, health, adjustment and criminality.

slide-5
SLIDE 5

EVIDENCE

0-3 years

slide-6
SLIDE 6

1 4 8 12 16

AGE

Sensitive periods & Synaptic Development

Sensing Pathways (vision, hearing) Language Higher Cognitive Function

3 6 9

  • 3
  • 6

Months Years

  • C. Nelson, in From Neurons to Neighborhoods, 2000.

Conception 1 4 8 12 16 3 6 9

  • 3
  • 6
slide-7
SLIDE 7

THE IMPORTANCE OF THE CHILD’s LANGUAGE ENVIRONMENT LANGUAGE DEVELOPMENT UNDERPINS COGNITIVE, EDUCATIONAL AND SOCIAL DEVELOPMENT A CHILD WITH POOR LANGUAGE AT 3 YEARS WILL BE AT RISK UNLESS INTERVENTION TAKEN.

slide-8
SLIDE 8

Words Heard In 4 Years

10 30 20 50 40 Welfare Working Class Professional Family Status

Million words

slide-9
SLIDE 9

Achievement Gap starts early 200 600 400 1000 800 1200 16 24 36

Child’s Age in Months

Vocabulary: Number of Words

The image part with relationship ID rId2 was not found in the file.

1,116 words College educated parents 749 words Working class parents 525 words Welfare parents

slide-10
SLIDE 10

London Day Care Project - 1980’s (Melhuish et al., 1990)

255 children studied from birth to 6 years of age 4 groups

  • 1. Home - no non-parental care
  • 2. Relative day care - grandmother etc.
  • 3. Childminder – individual carer
  • 4. Nursery – Group day care
slide-11
SLIDE 11

We looked at the quality of interac<ons in home and childcare environments

  • ver the first 3 years:

Par$cularly

  • Affec<on
  • Communica<ons
  • Responsiveness
slide-12
SLIDE 12

MAJOR RESULTS

After controlling for family background factors

  • 1. Language development related to quality of care in

first 3 years – particularly communication and responsiveness in interactions

  • 2. These effects persisted to 6 years of age; when

language and literacy showed benefits

  • 3. Stability of care associated with quality of care.
slide-13
SLIDE 13

Results from this study informed the childcare regulations in the 1989 Children Act for the UK.

slide-14
SLIDE 14

EVIDENCE

3 years +

slide-15
SLIDE 15

General Popula,on - EPPE STUDY in UK

25 nursery classes 590 children 34 playgroups 610 children 31 private day nurseries 520 children 20 nursery schools 520 children 7 integrated centres 190 children 24 local authority day care nurseries 430 children home 310 children

School starts 6yrs 7yrs (3+ yrs)

Key Stage 1 600 Schools

  • approx. 3,000 chd

16yrs

Key Stage 2 800 Schools

  • approx. 2,500 chd
slide-16
SLIDE 16

Quality and Dura<on ma`er

(months of developmental advantage on literacy)

1 2 3 4 5 6 7 8 1-2 years 2-3 years low quality average high quality

slide-17
SLIDE 17

Social class and pre-school on literacy (age 7)

The image part with relationship ID rId5 was not found in the file.
slide-18
SLIDE 18

Child Factors

Child development:

e.g. literacy numeracy sociability behaviour problems

Secondary School Pre-school Primary School Family Factors Home- Learning Environment

Modelling later outcomes

slide-19
SLIDE 19

0.7 0.1 0.0 0.3 0.2 0.5 0.4 0.6 0.8

Effect size in standard devia,on units

Literacy

Numeracy

Effects upon Age 11; literacy and numeracy

slide-20
SLIDE 20

Pre-school Quality and Self-regula<on and Pro-social behaviour (age 11 and 14)

Self-regula,on

Low

0.05 0.00 0.15 0.10 0.25 0.20 0.30

Medium High

Pro-social behaviour Effect size

0.02 0.17 0.25 0.16 0.18 0.23

Pre-school quality

slide-21
SLIDE 21

0.1 0.0 0.3 0.2 0.5 0.4 0.6 0.7 0.8 Effect size

Literacy Numeracy

Effect sizes for 16 year olds

slide-22
SLIDE 22

EFFECTIVE PRE-SCHOOL PROVISION IN NORTHERN IRELAND (EPPNI)

Study in Northern Ireland 850 children followed from 3 to 11 years of age. Similar results to EPPE in England. At age 11, allowing for all background factors, The effects of quality of pre-school persist until age 11 years High quality pre-school – improved English and maths, And improved progress in maths during primary school. Children who attended high quality pre-schools were 2.4 times more likely in English, and 3.4 times more likely in mathematics, to attain the highest grade at age 11 than children without pre-school.

slide-23
SLIDE 23

Policy Impact in the UK

  • Free ECEC place from 3 years -15hours/week
  • Free ECEC place from 2 years -15hours/week

(40% most deprived)

  • 2016 15 hours/week increases to 30 hours/week
  • Maternity leave increased to 1 year
  • New Early Years curriculum
  • New training programmes for EY staff
  • Acceptance that EY spending is part of

government responsibili<es

slide-24
SLIDE 24

SEED STUDY 2013-2020

COMPARISON WITH EPPE – 1997 -1999

  • A comparison with the EPPE results for the process quality measures showed a

noteworthy increase on the centres quality in the SEED interim results.

Figure 16: Managers level of qualification relevant to working with children for EPPE Project and SEED interim data – percentages

The image part with relationship ID rId3 was not found in the file.

The percentage of managers with a degree (Level 5+) rose from 43% to 66%.

slide-25
SLIDE 25

Figure 17: Staff level of qualification relevant to working with children for EPPE and SEED interim data - Percentages

The image part with relationship ID rId2 was not found in the file.
slide-26
SLIDE 26

Figure 15: Mean ECERS-R and ECERS-E total scores for EPPE Project and SEED interim data

The image part with relationship ID rId3 was not found in the file.
slide-27
SLIDE 27

Interna<onal evidence

Evidence is accumula<ng from many countries consistent with the view that ECEC is an essen<al part of the infrastructure for op<mising global wellbeing of popula<ons

slide-28
SLIDE 28

In Norway, free preschool available to children aged 3 years during the 1960’s and 1970’s – huge increase in preschool a`endance.

  • Analysis showed children a`ending preschool:
  • 1. had higher educa<onal levels and
  • 2. be`er job outcomes later in life.
  • 3. higher income in later life
slide-29
SLIDE 29

In France, preschool expanded in 1970’s – huge increase in preschool a`endance.

  • Analysis showed preschool:
  • 1. leads to higher income in later life
  • 2. reduces socio-economic inequali<es - children

from less advantaged backgrounds benefit more. Switzerland has also expanded preschool.

  • Improved intergenera<onal educa<on mobility
  • especially beneficial for disadvantaged children
slide-30
SLIDE 30

Denmark

Bauchmüller, Gørtz and Rasmussen (2011) http://www.cser.dk/fileadmin/www.cser.dk/wp_008_rbmgawr.pdf Danish register data on whole population of children and centres Quality indicators of preschool: 1) the staff-to-child ratio, 3) % of pedagogically trained staff , 5) the stability of the staff (staff turnover). Controlling for background factors, better preschool quality linked to better test results in 9th grade.

“the fact that we find long-lasting effects of pre-school even after 10 years of schooling is quite remarkable”

slide-31
SLIDE 31







PISA results for 2009 15-year-olds that had a`ended pre-school were on average a year ahead of those who had not. Pre-school par<cipa<on is strongly associated with reading at age 15 in countries that

  • 1. sought to improve the quality of pre-school educa<on
  • 2. provide more inclusive access to pre-school educa<on.
slide-32
SLIDE 32







OECD report on PISA results

“The bottom line: Widening access to pre-primary education can improve both overall performance and equity by reducing socio-economic disparities among students, if extending coverage does not compromise quality.”

OECD (2011). Pisa in Focus 2011/1: Does participation in pre-primary education translate into better learning outcomes at school?. Paris: OECD. Available at www.pisa.oecd.org.dataoecd/37/0/47034256.pdf

slide-33
SLIDE 33

Gains from ECEC

Education and Social Adjustment

  • Educational Achievement improved
  • Special education and grade repetition reduced
  • Behaviour problems, delinquency and crime reduced
  • Employment, earnings, and welfare dependency improved
  • Smoking, drug use, depression reduced

Decreased Costs to Government

  • Schooling costs
  • Social services costs
  • Crime costs
  • Health care costs
slide-34
SLIDE 34

LESSONS

  • 1. Early years are very important
  • 2. ECEC is part of infrastructure for a

successful society (example)

  • 3. High quality ECEC boosts development
  • 4. Parenting is also very important
  • 5. ECEC can lift population curve.
  • 6. Disadvantaged children benefit greatly

from high quality ECEC.

slide-35
SLIDE 35

Example References

Melhuish, E. et al. (2008). Preschool influences on mathematics achievement. Science, 321, 1161-1162. Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333, 975-978. Heckman, J.J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 132, 1900-1902. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B., (Eds) (2010). Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. London: Routledge Melhuish, E. C. (2004). A literature review of the impact of early years provision upon young children. London: National Audit Office. www.nao.org.uk/publications/0304/early_years_progress.aspx OECD (2009). Doing Better for Children. www.oecd-ilibrary.org/social-issues-migration-health/doing-better-for- children_9789264059344-en European Commission (2011). Early Childhood Education and Care: Providing for all our children with the best start for the world of tomorrow. ec.europa.eu/education/school-education/doc/childhoodcom_en.pdf Melhuish E (2011) Preschool Matters. Science, 333, 299-300. Melhuish E, Barnes J. Preschool programs for the general population. Melhuish E, topic ed. In: Tremblay RE, Boivin M, Peters RdeV, eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: http://www.child-encyclopedia.com/Pages/PDF/Melhuish-BarnesANGxp1.pdf Irwin, L. Siddiqi, A., & Hertzman, C. (2007). Early Child Development: A powerful equalizer. WHO. http:// whqlibdoc.who.int/hq/2007/a91213.pdf UN (2010). The Real Wealth of Nations: Pathways to Human Development. New York: UNDP. http://hdr.undp.org/en/media/ HDR_2010_EN_Complete_reprint.pdf World Bank (2007). Early child development : from measurement to action. Washington DC: World Bank Havnes, T. & Mogstad, M. (2011). No Child Left Behind: Subsidized Child Care and Children's Long-Run Outcomes. American Economic Journal: Economic Policy, 3(2): 97–129. Naudeau, S. et al. (2010). Investing in Young Children: An ECD Guide for Policy Dialogue and Project Preparation. Washington, DC: World Bank.

Currie, C., Dyson, A., Eisenstadt, N., Jensen, B.B., Melhuish, E. (2013). A good start for every child: Final report of the Early Years, Family and Education Task Group for the WHO European review of social determinants of health and the health divide. Copenhagen: WHO Europe