participation for all - waiting until school entry is too late 2008 curriculum association...
TRANSCRIPT
Participation for all - waiting until school entry is too late
2008 Curriculum Association Conference
Melbourne, November 10, 2008Professor Frank Oberklaid
Director, Centre for Community Child Health
Royal Children’s Hospital Melbourne
Outline of presentation• Brain development research - the science tells us
that the early years are critical in shaping a child’s future learning and behaviour
• Life course research - what happens in the early years has consequences right through the life course into adult life
• For many children, the developmental trajectory is set before they start school - Australian data show that many children are already in trouble or vulnerable at school entry
The participation agenda has to begin in the early years, well before children start school
The importance of skills in the modern economy
‘ A large body of research…shows that skill begets skill; that learning begets learning. The earlier the seed is planted and watered, the faster and larger it grows. Environments that do not stimulate the young and fail to cultivate both cognitive and non-cognitive skills place children at an early disadvantage’.
(James Heckman, 2006)
The importance of skills in the modern economy
‘Once a child falls behind, he or she is likely to remain behind. Remediation for impoverished early environments become progressively more costly the later it is attempted in the life cycle of the child. The track record for criminal rehabilitation, adult literacy and late teenage public job training programs is remarkably poor…Impoverished early environments are powerful predictors of adult failure on a number of social and economic dimensions.’
(James Heckman, 2006)
Ability gaps open early in life ‘ Ability gaps between advantaged and other
children open up early before schooling begins.Conventional school based policies start too late to completely remedy early deficits, although they can do some good. Children who start ahead keep accelerating past their peers, widening the gap…Early advantages accumulate, so do early disadvantages…The best way to improve the schools is to improve the early environments of the children sent to them.’ (Heckman J. & Masterov DV, 2005)
The research
• 3 research themes– Brain development– Life course– Economics of human capital formation
• 3 research disciplines– Neuroscience– Developmental psychology– Economics
• Multitude of published studies by researchers from varied professional/disciplinary backgrounds
What the research tells us• The early years of a child’s life are critical in
impacting on a range of outcomes through the life course
• The environment experienced by a young child literally sculpts the brain and establishes the trajectory for long term cognitive and social-emotional outcomes
• If we want to improve outcomes in school and in adult life we have to focus on the early years - this has profound implications for public policy
• Investing in early childhood is a sound economic investment (‘the best investment society can make’)
Neuroscience of brain development
• Brain is not mature at birth (cf other species)• The brain organises itself through the interaction
of genes responding to the local environment - a dance between biology and experience, between nature and nurture
• Brain is changed by experiences• The quality of the relationships a young child has
with caregivers programs social-emotional function
• Adversity impacts on brain development
Brains are built over time• Brain architecture and skills are built in a hierarchical
‘bottom-up’ sequence• Foundations important - higher level circuits that process
complex information are built on lower level circuits that process basic information
• Skills beget skills - the development of higher order skills is much more difficult if the lower level circuits are not wired properly
• Plasticity of the brain decreases over time and brain circuits stabilise, so it is much harder to alter later
• There is constant pruning of circuits that are not used• It is biologically and economically more efficient to get it
right the first time
Human brain development - synapse formation
Con
cept
ion
Months YearsAGE
-6 -3 0 3 6 9 1 4 8 12 16
Sensing Pathways
(vision, hearing)
Language
Higher Cognitive Function
C. Nelson, in From Neurons to Neighborhoods, 2000.
The importance of relationships• Nurturing and responsive relationships build
healthy brain architecture that provides a strong foundation for learning, behaviour and health
• The relationships a young child has with their caregiver(s) literally sculpts the brain and determines the development of circuits
• When protective relationships are not provided, levels of stress hormones increase - this impairs cell growth, interferes with formation of healthy neural circuits, and disrupts brain architecture
Adversity • Research on the biology of stress in early
childhood helps explain some of the underlying reasons for differences in learning, behaviour and physical and mental health
• Any adversity or stress that impacts on the parents may affect their relationship with their young child and thus has the potential to have a negative impact on brain development - e.g. effects of rapid social change
Disordered brain circuits…
• Problems in childhood• Beginning of pathways to problems later in life• Evidence that many problems in adult life have
their origins in pathways that begin in childhood
Worrying problems in childhood
• Child abuse and neglect• School readiness - many children vulnerable• Poor literacy and school achievement• Mental health problems - ADHD, conduct
disorders, aggressive and anti-social behaviour
• Obesity
Even more worrying problems in adult life
• Mental health problems• Family violence and aggressive/anti-social
behaviour• Crime• Poor literacy - skills shortages• Welfare dependency• Substance abuse• Obesity and its associations
The developmental trajectory and life courseO
utco
me
Age
Risk factors
Protective factors
Risk and protective factors
• Child• Parents• Parenting style• Family environment• Community and cultural• School• Life events
Risk and protective factors
Risk FactorsChild
FamilyCommunity
School
Protective FactorsChild
FamilyCommunity
School
OutcomeNegative vulnerability
Positiveresilience
Poverty and health (0-3 years)Less likely to:• Be breast fed• Be fully immunised• Receive well child care• Have regular and
consistent access to health services
More likely to have:• Low birth weight• Developmental delay• Higher incidence of SIDS• Higher injury rate• Suboptimal growth• More frequent
hospitalisations• Behavioural disorders
Vocabulary growth - first 3 yearsVocabulary
Age - Months
1200
600
012 16 20 24 28 32 36
High SES
Middle SES
Low SES
B Hart & T Risley 1995
Making a difference
• Address risk factors and emerging difficulties before they become entrenched problems
• Goal is to diminish or remove risk factors and strengthen protective factors, so improving chances of good outcome
• The earlier the better - more leverage in younger years
Intervention effects and costs of social-emotional mental health problems over time (Bricker)
Time
High
Low
Cost
Intervention effectiveness
Rates of return to human development - Investment across all ages
6
8
4
2
0
Return Per $
Invested
Age
R
6
Pre-School School Post School
Pre-school Programs
School
Job Training
18
Pedro Carneiro, James Heckman, Human Capital Policy, 2003
Cost benefit analysis ‘In contrast to …significant benefits from model
preschool interventions, later remediation efforts have been shown to be consistently less effective. School age remedial programs…have a poor record of success. Similarly public job training programs, adult literacy services, prisoner rehabilitation services…have yielded low economic returns. Such investments are purely political and not supported by any worthwhile research.’
- Knudsen EI, Heckman JJ, Cameron JL, Shonkoff JP (2006)
Proceedings of National Academy of Sciences
Implications for policy• Positive relationships and quality learning experiences
are pivotal to brain development - this promotes cognitive, language, social and emotional development
• Resources need to be focused on providing parent information, family support, and high quality early learning and care settings for ALL children - ‘universal services’
• Targeted services for ‘at risk’ children and families who have additional needs that go beyond the universal services
• The research is clear that attempts at later remediation are less effective (and cost effective) than prevention
Implications of the science of early childhood
• Parents and families• Communities and the built environment • Child care• Education• Child protection system• Services• Business• Media• An expanded view of building infrastructure
‘Child care’
• Early learning environment - not child minding• Reconceptualise the critical period 0-5 years and
merge child care and preschool into high quality learning environments
• Provide universal access to all children, especially disadvantaged - cost and availability should not be a barrier
• Quality vital - staff ratios, physical amenities, and especially expertise of caregivers
Education• Education begins at birth, not when children
start school - remove distinction between child care and preschool
• Match early learning opportunities to needs of children and families (what is rationale for 4 preschool sessions per week?)
• Major investment in physical facilities and re-design of teacher education
• Schools as core social centres linked closely with their communities
• Schools linked to early years services
Reconceptualise ‘school readiness’
• Children ready for school; schools ready for children; communities that support ECD
• Need to do a lot of work in all 3 areas• Australian data about children (not) being
ready for school
Australian Early Development Index (AEDI)
• A population based measure (developed in Canada) which provides information about children’s health and wellbeing
• 100+ questions covering 5 development domains - language and cognitive skills; emotional maturity; physical health and well-being; communication skills and general knowledge; and social competence
• Teachers complete the AEDI on each child in their first year of full-time schooling
• Results are provided at the postcode, suburb or school level and not interpreted for individual analysis
MARIBYRNONG Geographic Area, Victoria 5 km West of Melbourne
Prepared by: AEDI National Support Centre, GIS Source: AEDI Communities Data 2005Proportion of children vulnerable on one or more domainsProportion of children vulnerable on one or more domains
MARIBYRNONG Geographic Area, Victoria 5 km West of Melbourne
Prepared by: AEDI National Support Centre, GIS Source: AEDI Communities Data 2005Proportion of children vulnerable on two or more domainsProportion of children vulnerable on two or more domains
Standard school model
Governance
Curriculum& teaching
New school model
Curriculum& teaching
GovernanceAddress barriers to learning
Three groups of children1. No barriers to learning - will do well
regardless2. Severe barriers - generally have access to
special services and picked up well before start school
3. Subtle to moderate barriers - may elude early detection, and intervention often delayed until problems entrenched and difficult to treat
What are the barriers to learning?
• Developmental weaknesses - language, memory, visual-motor integration, etc
• Problems of attention and behaviour• Disadvantaged environmental circumstances
in the early years
Building infrastructure - human capital
‘The implications of this rapidly evolving science for human capital formation are striking. The workplace of the 21st century will favor individuals with intellectual flexibility, strong problem solving skills, emotional resilience, and the capacity to work well with others in a continuously changing and highly competitive economic environment. In this context, the personal and societal burdens of diminished capacity will be formidable, and the need to maximize human potential will be greater than ever before.’
- Knudsen EI, Heckman JJ, Cameron JL, Shonkoff JP (2006)
Proceedings of National Academy of Sciences
The knowledge gap
Major challenge is to close the gap between what we know and what we do
The challenge and the mission
If we want to• Improve educational outcomes• Increase participation and promote social
inclusion• Increase productivity and have a skilled
workforce
then waiting until school entry is too late
Conclusion ‘These implications for policy and practice are
striking in their simplicity, the extent to which they reflect common sense, and their solid grounding in the science of early childhood and brain development. Closing the science-policy gap as it affects the future of our children, and therefore our society, should be an important priority for all who are engaged in public life.’
- National Scientific Council on the developing Child, 2004
