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Early child development: what we have learned from monitoring
Clyde HertzmanHELP, UBC
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Why???
Because early human development influences
the life course
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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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Why???
Because human development
is an emergent property of experience at all levels
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Why???
Because human development
does not care about institutional boundaries
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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
Numeracy
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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A Population Based Measure
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What Does the EDI Measure?
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What the maps reveal…• Large local area differences in the proportion of developmentally vulnerable children
• The high proportion of avoidable vulnerability
•The degree to which socioeconomic context explains and does not explain variations in early development
•Which communities are doing better or worse than predicted…….to set up the study of ‘why’
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EDI SES Relationship
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EDI SES Relationship
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What the maps reveal…• Large local area differences in the proportion of developmentally vulnerable children
• The high proportion of avoidable vulnerability
•The degree to which socioeconomic context explains and does not explain variations in early development
•Which communities are doing better or worse than predicted…….to set up the study of ‘why’
• Proportionate universality in programs and policies
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On average, disadvantaged communities have poorer outcomes,
However, most vulnerable children live elsewhere
Socioeconomic
Disadvantage
SocioeconomicAdvantage
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What does it take to reduce inequality?
Disadvantaged
Advantaged
Highvulnerabili
ty
Lowvulnerabili
ty
SES
EDI
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Vulnerable children are distributed across communities and the SES
spectrum
High
Low
HELPSES Index
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Disadvantaged
AdvantagedSES
EDI
Highvulnerabili
ty
Lowvulnerabili
ty
Vulnerability may be reduced for targeted groups Majority of vulnerable
children receive no benefit
Targeted programs?
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High
Low
HELPSES Index
Targeting programs towards low SESleave many vulnerable children
without access
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Disadvantaged
Advantaged
Highvulnerabili
ty
Universal programs?
Potential to steepen the gradient
Lowvulnerabili
ty
SES
EDI
Barriers to access mayprevent all from benefiting
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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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What the maps reveal…• Large local area differences in the proportion of developmentally vulnerable children
• The high proportion of avoidable vulnerability
•The degree to which socioeconomic context explains and does not explain variations in early development
•Which communities are doing better or worse than predicted…….to set up the study of ‘why’
•Proportionate universality in programs and policies
• Trace change over time
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Business as usual does not lead to progress
Lessons Learned
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BC30.9%2.2%From Wave 3School Districts
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Local action has not led to sustained progress in
ECD, but wherever sustained progress has
occurred, local action has been essential.
Lessons Learned
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Local ecologies for children really do function
as complex adaptive systems.
Lessons Learned
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Lessons Learned
Proportionate universality best implemented locally
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Lessons Learned
Cross-sectional comparisons of test scores conceal more than they reveal.
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Starting ready for school?
Registered every year?
Progressing through grade levels?
Participating in school assessments?
Passing school assessments?
34,913children
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Studying Children’s Development Over Time Source: J.E.V. Lloyd & C. Hertzman (2012) Manuscript under review
Study Population
at K
34,913
Column 1
EDI Score at K
10,572Vulnerable
143Missing
24,198Not vulnerable
Column 2
Registered Every Year
9,330Yes
1,242No
22,190Yes
2,008No
Column 3
Grade Transition
21,742Ideal
448Not ideal
8,666Ideal
664Not ideal
Column 4
FSA Participation
at Grade 7
19,307Wrote
2,435Did not write
264Wrote
184Did not write
6,921Wrote
1,745Did not write
183Wrote
481Did not write
Reading Scale
Column 5
FSA Outcome at Grade 7
15,832Passed
3,475Failed
112Passed
71Failed
4,546Passed
2,375Failed
223Passed
41Failed
Reading Scale
Column 6
FSA Participation
at Grade 7
19,191Wrote
2,551Did not write
262Wrote
186Did not write
6,823Wrote
1,843Did not write
171Wrote
493Did not write
Numeracy Scale
Column 7
FSA Outcome at Grade 7
15,214Passed
3,977Failed
89Passed
82Failed
4,391Passed
2,432Failed
204Passed
58Failed
Numeracy Scale
Column 8
92%
98%
89%82%
88%79%
88% 93%79%
66%79%
65%
Vulnerable on 1 or More Scales
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www.earlylearning.ubc.caThank You