Download - Clyde Hertzman Human Early Learning Partnership University of British Columbia, Vancouver
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Many Departments, One Child
Clyde HertzmanHuman Early Learning Partnership
University of British Columbia, Vancouver
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Sensitive Periods in Early Brain Development
Vision
0 1 2 3 7654
High
LowYears
Habitual ways of respondingEmotional
control
Symbol
Peer social skillsNumbers
Hearing
Graph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.)
Pre-school years School years
Language
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Life Course Problems Related to Early Life
2nd Decad
e
3rd/4th Decad
e
5th/6th
Decade
Old Age
• School Failure
• Teen Pregnancy
• Criminality
• Obesity
• Elevated Blood Pressure
• Depression
• Coronary Heart Disease
• Diabetes
• Premature Aging
• Memory Loss
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The experiences
children have in
the environmentswhere they grow up, live
and learn.
What drives ECD?
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Monitoring the state of development at the level of the population and how it
changes over time
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Early Development Instrument104 items
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Early Development InstrumentTeacher at age 5 is respondent
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Early Development Instrument5 developmental domains, with 16 subdomains
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What Does the EDI Measure?
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Early Development InstrumentExtensive Validity and Reliability data from several countries
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Early Development InstrumentNot an ‘individual assessment’
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What the maps reveal…
Large local area differences in the proportion of developmentally
vulnerable children
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The high proportion of avoidable vulnerability
What the maps reveal…
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why we need ‘proportionate universality’ in service provision
What the maps reveal…
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Proportionate Universality
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What does it take to Reduce Vulnerability?
Disadvantaged
Advantaged
Highvulnerabili
ty
Lowvulnerabili
ty
SES
EDI
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On average, disadvantaged children have poorer outcomes,
However, most vulnerable children are in
the middle class
Socioeconomic
Disadvantage
SocioeconomicAdvantage
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Barriers of Access to Quality Programs
1. Program or service not there2. Costs too much3. Transportation
4. Time 0ffered5. Language
6. Fragmentation7. Lack of info
8. Conflicting Expectations9. Social distance
10. Parental consciousness
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Disadvantaged
Advantaged
Highvulnerabili
ty
Lowvulnerabili
ty
SES
EDI
Proportionate UniversalityUniversal access at a scale and
intensity that addresses barriers at every level
Gradient flattened at both ends of the SES spectrum, but proportionate to level of risk
Barriers to access
10 -15%
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Children who are vulnerable in kindergarten are less likely to be job
ready
Our evidence shows:
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Linkage of EDI to Success in Grade 4
Perc
ent n
ot m
eetin
g ex
pect
atio
ns
Number of EDI vulnerabilities
Reading
Numerac
y
Zero One Two Three Four Five
90.0
80.0
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
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Source: Adapted from Kershaw et al. 2009, 15 by 15 : A Comprehensive Policy Framework for Early Human Capital Investment in BC, Table 1..
Vulnerability (EDI)
University Eligible Grades
29%15%10%
41.5%
50.3%
55.6%
34% increas
e
Observe Transitions from EDI to School Completion
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Decreased Vulnerability = Increased Growth
0 10 20 30 40 500
200
400
600
800
1000
Years
BC GDP($Billions)
First cohort of 5 year olds benefit from smart family policy
First cohort graduates
Status Quo (29%
vulnerable)
Reduced vulnerability
(10%) That’s throwing away $2.2 -$3.4 trillion now
+ interest over 60 years!
We are here
Reduced early vulnerabilityincreases GDP by
20%
Baseline growthBaseline growth plus 0.63% GDP per year
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Smart Family Policy0 to18 months
Time: improve parental leaveServices: monthly access to health check-ins and parenting support 0-18 months
18 months to six yearsTime: re-think ‘full-time’ workServices: early learning and care 18 months to school entry
0 to six yearsLow-income: make work payLow-income: eliminate family poverty
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www.earlylearning.ubc.ca
Thank You
Our Funders: