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Early Childhood is a Journey, Not a Race!
Shannon Lockhart Senior Early Childhood
Specialist slockhart@highscope.org
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What do you want young children to gain from being in your ECCE programs?
(think about several characteristics you want to encourage)
Self Self Confident Confident Independent Independent
Socially well adjusted Socially well adjusted Creative Creative
Good problem solver Good problem solver Shows initiative Shows initiative Cooperative Cooperative Healthy Healthy Risk taker Risk taker Intelligent Intelligent
Self Self sufficient sufficient
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Current Status • According to the EFA Global Monitoring Report (2007), ½ the world’s countries have no early childhood care and education policies for children under three. (UNESCO)
• In some countries that do have policies, they are not enforced.
• Most policies/licensing regulations that are in place for ECCE are minimum standards and do not indicate highquality.
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Current Status • “ Comprehensive group care programs that address the development of the whole child are relatively rare in resourcepoor countries.”
• “ Even in resourcerich nations, the availability and quality of programs to ensure good care for infants and toddlers remains problematic.”
• Estimates as many as 40% of children in US are attending child care programs judges to be of low quality (Danziger, Wallfogel 2000; Currie 2001).
Qualities of Caring: Good Practices in the InfantToddler Group Care. World Bank January 1999
Learning Environment: Percentage of Total Score for
Safe and Healthy Environment
3%
41%
8%
17%
31%
Learning Environment: Percentage of Total Score For Sensory Materials Accessible
5%
29%
24%
Schedules and Routines: Percentage of Total Score For
Overall Daily Schedule
3%
13%
20%
36%
28%
Adult-Child Interactions: Percentage of Total Score For
Children’s Relationships with Caregivers
7%
15%
36%
27%
Child Observation and Planning: Percentage of Total Score for Caregivers Observe Children
27%
4%
15%
III-D. Adults Encourage Child Language: Percentage of Total Score for All Countries
0
5
10
15
20
25
30
35
40
45
50 Level 1
Level 2
Level 3
Level 4
Level 5
26% 26%
48%
III-F. Adults as Partners in Children’s Play: Percentage of Total Score For All Countries
0
10
20
30
40
50
60 Level 1
Level 2
Level 3
Level 4
Level 5
55%
14%
28%
3%
III-F. Adults as Partners in Children’s Play: Percentage of Total Score by Country
0
10
20
30
40
50
60
70
80
Level 1 Level 2 Level 3 Level 4 Level 5
Antigua & Barbuda Dominica Grenada St. Kitts & Nevis
Why Strive for High Quality Experiences?
• Research has shown that high quality early childhood experiences has long term affects. (HighScope Perry Preschool Project, Carolina Abecederian Project, HighScope IEA Preprimary Project)
• Well targeted ECD programs cost less– and produce more dramatic and lasting results– than education investment at any other level. (World Bank June 2004)
• Low quality experiences have negative affects on children’s growth and development.
What Brain Research Tells Us:
• The brain is 2 ½ times more active from 03 than it will ever be again in a lifetime.
• The human brain develops as it wires. It wires as it experiences the world (learns).
• Relationships play a major role in the wiring of intelligence.
• There are critical windows of opportunities which produce optimal learning.
“When we fail to use the information and what we know and
have learned about children, it is malnourishment—
Malpractice!” Dr. Pam Schiller
Let’s Discuss
What elements contribute to a high quality infant and toddler program?
Or what is it that we need to do to provide the best highquality experiences for infants and toddlers?
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1) A child development curriculum 2) Low enrollment limits 3) Staff trained 4) Supervisory support and inservice training 5) Parent Partnership 6) Developmentally appropriate evaluation
procedures (child and program) 7) Sensitivity to noneducational needs of
children
Elements of High-Quality Early Childhood Programs
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Schweinhart, L. 2004. A School Administrator’s Guide To Early Childhood Programs, 2 nd Ed. HighScope Press: Ypsilanti, MI
Generally, Curriculum is Defined as:
§ A system of teaching, learning, assessment, and teacher training § Provides a philosophy § Provides a set of decisionmaking tools based on sound child development principles § Guides daily planning and decision making about instruction, educational activities § Guides ongoing interactions with children and families § Includes child and program evaluation tools consistent with the program's philosophy
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Curriculum serves 4 purposes:
1. Curriculum shapes our understanding of child development
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2. Curriculum guides our educational practices
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3. Curriculum supports staff training
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4. Curriculum provides evidence of effectiveness
A Child Development Curriculum • Emphasizes child development
• Focuses on childinitiated activities
• Supports independent decision making
• Incorporates active learning
HighScope: A Comprehensive Model
Comprehensive IT Curriculum
HighScope HighScope Caregiver Training and Support Grounded
in Research
Active Learning
• Key content areas of development for Infants and Toddlers
Sense of Self Communication & Language Social Relations Exploring Objects Creative Rep. Early Quantity & Number Movement Space Music Time
Caregivers become better observers of development which allows them to plan for their children’s learning more effectively.
Materials Choice
Manipulation Child Communication
and Language Adult Scaffolding
Adult-Child Interaction Ingredients of supportive adultchild interactions:
• Establish policies that promote attachment: – Primary Caregivers – Small Group Sizes – Continuity of Care
• Create a climate of trust • Form partnerships • Support children’s intentions
“ Interest in children and nurturing behaviors are considered more critical
qualifications than education or trained staff.”
(World Bank)
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Primary Caregivers • Assigned specific children
• Form trusting relationships with the child and family
• Care for the child while the child is at the center
• Observe, record and share observations of the child with the parents and teaching team for planning.
Parent Partnership • Parents are the child’s first teachers
• Be respectful of their cultures and traditions
• Model for parents • Working with parents is not a competition
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Low enrollment limits, with caregiving teams assigned to small groups of children, because:
• Small group sizes foster rich interactions • Promotes personal contact • Gives children a sense of belonging and stability
Recommendations: • 13 infants/primary caregiver max 6 • 13 older infants/primary caregiver max 9 • 14 toddlers/primary caregiver max 12
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Continuity of Care Ø Children and caregivers stay together from year to year.
Ø Caregivers’ schedules fit around children’s needs.
Ø Caregivers tell children and parents about caregiver absences and returns.
Learning Environment • Build order and flexibility
• Provide comfort and safety for both children and adults
• Provide materials that support children’s sensory motor development
Cognitive Performance
HI LOW
HI
Materials
Phase 3 Finding: As the number and variety of materials in settings increased, children’s age-7 cognitive performance improved.
© 2003 IEA Preprimary Project
The best toy for a young child is the invested, caring adult someone to pay attention, to
engage and to play with the child using words, song, touch, and smile.
Bruce Perry, Lea Hogan, and Sarah Marlin “ Curiosity, Pleasure, and Play: A Neurodevelopmental Perspective,”
available at http://www.ChildTrauma.org/Curiosity.htm
Daily Schedules and Caregiving Routines
ØCreate an overall daily schedule that is predictable yet flexible
Ø Incorporate active learning, including adult support, into each event and caregiving routine
SLOW SLOW DOWN! DOWN!
Child Observation • Observe children throughout their daily routine • Record anecdotes and collect other documentation
• Interpret observations using the InfantToddler COR or appropriate observation assessment
• Use the information for: » Daily team planning » Family conferences » Program evaluation » Staff development
Program Evaluation • Self Assessment
– Identify your own areas of strength and areas for improvement.
• Supervision and Observation/Feedback – Supervisor and staff member together assess areas of strength and improvement.
– Identify areas for further training. – Setting program goals. (Plan for improvement)
Program Evaluation • Research and Evaluation
– Comparisons of quality in different program settings.
– Preservice training tool for evaluation.
• Information and Dissemination – Explaining the effectiveness of your program to a variety of funders, individuals, and agencies.
High Quality Teacher Training •The HighScope Training of Trainers Evaluation shows that systematic inservice teacher training improves the quality of early childhood programs and promotes children’s development.
Why Look for Proven Training? • Independent observers rated trained HighScope programs significantly higher than comparison programs on: – Providing a good physical environment that was organized and gave children access to diverse materials.
– Creating a consistent daily routine that encouraged children to plan, carry out, and review their work.
– Establishing supportive patterns of adultchild interaction that promoted children’s reasoning and language skills.
Training Improves Program Quality! • Novice teachers benefit
from systematic inservice training which provides both needed information on theory and practical information on implementation in the classroom.
• Veteran teachers benefit, too. HighScope training provides a coherent curriculum framework including current research and innovation, renewing their commitment to working with children and families.
Summary #1 The elements of quality:
• Are vital for effective early childhood programs
• Are based on child development curriculum grounded in childinitiated activities and research
• Include trained staff that will provide warm, friendly, responsive and respectful relationships
Summary # 2: Implementing a child development curriculum is valuable because caregivers become:
• More knowledgeable about child development
• Better observers of infant and toddler’s development
• More thoughtful and purposeful in their interactions
• More focused on daily planning
We can ensure that what we want for our children, will happen!
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