early child development an overview - world...
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Early Child Development
An Overview
MENA WorkshopMay 27, 2008
Mary Eming Young, MD DRPHHDN CY
World Bank
Competition for Talents in the 21st CenturyEducation vs. Learning – Expected Abilities
Industrial
• Special skills
• Planning & implementation
• Navigating the bureaucracy
• Following the heritage
Blue collars
Post-industrial
• Communications
• Teamwork
• Human relations
• Problem-solving
• Design & innovation
• Personal responsibility
• Self-management
• Ethics, values, principles
Knowledge workersSource: Cheng, Kai-ming, Education versus Learning: the Post-Industrial Challenge, presentation at the World Bank Human Development Forum, 2006
Literacy Level by Income
0
10
20
30
40
50
60
70
80
90
100
0 5000 10000 15000 20000 25000
GDP per capita (thousands)
Lite
racy (
%)
Cuba
Baharain
Yemen
Iraq
IranUAE
Oman
Jordan
Lebanon
Morocco
Egypt
Qatar
Tunisia
Djibouti
Saudi Arabia
Algeria
LibyaKuw ait
Education: ECD in the Mediterranean
Palestine
SyriaEgypt
Morocco
Albania
Jordan
Lebanon
Algeria
Macedonia
Romania
Tunisia
Bulgaria
Libya
Croatia
Kuwait
Bahrain
Malta
Cyprus
Slovenia
UAE
Greece
Qatar
Israel
SpainItaly
France
Turkey
Iran
YemenIraq Oman
Saudi Arabia0
20
40
60
80
100
120
0 5 10 15 20 25 30 35
Countries ranked by GDP per capita (US$ PPP)
% o
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Source: PIRLS 2006 International Report
Reading Achievement at the 4th Grade
PIRLS 2006
280
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How Does ECD Relate to the Workforce?Early Child Development (ECD) =
Learning, Behavior, and Health
Experience-based brain development in early life
(including in the uterus) can set trajectories for:
• Learning,
• Behavior, and
• Health
that are difficult to change later in life.
Why Do We Care about Brains?
You are your brain.
BUT
Your brain is not just produced by your
genes.
Your brain is sculpted by a lifetime of
experiences. And, the most important
time in brain development is the first
few years of life.
Kolb, U Lethbridge
08-039
Findings from Neuroscience: Early Experiences
Shape…
Brain architecture
Neurochemistry
Gene expression
Cognitive
+
Emotional
+
Social Behavior
Prerequisite
for economic
productivity
in adulthood
0 1 4 8 12 16
AGE
SensingPathways
(vision, hearing)
LanguageHigherCognitive Function
3 6 9-3-6
Months Years
C. Nelson, in From Neurons to Neighborhoods, 2000
Window of Opportunity - ECD
Differences on child development outcomes
between poor and non poor children manifest
early
Source: Paxson & Shady, 2005
Vocabulary Scores by SES Quartiles
in 36 to 72 month old Children in Ecuador
Literacy and Vocabulary Growth – First 3 Years
High SES
Middle SES
Low SES
1200
600
012 16 20 24 26 32 36
Vocabulary
Age (Months)Source: B.Hart & T. Risley. Meaningful Differences in Everyday Experiences of Young American Children, 1995.
Children Who Start Behind Stay Behind
Academic Abilities of Entering Kindergartners by Family Income
Source: Schulman, K., and W. S. Barnett. 2005. The Benefits of Prekindergarten for Middle-Income Children. NIEER Policy
Report. New Brunswick, N.J.: National Institute for Early Education Research, Rutgers, The State University of New Jersey.
12
Benefits of ECD Programs for High
Risk Children
• Higher Employment
• Higher High school completions
• Less Crime
• Less Teenage pregnancies
• Less Drug use
Challenges.. Where does ECD fit in?…where cross-sector policies/programs are
essential to human capital development
Age
24
18
14
5
0
He
alt
h a
nd
N
utr
itio
n
Ed
uca
tio
n
So
cia
l P
rote
cti
on
Early Child Development(Health/Nutrition, School Readiness, Parenting)
Youth Development(School-to-work, Second-chance programs,
Risky behaviors, participation, crime and violence)
10
Do we know what to do?
To start with,• better nutrition,
• essential mother and child care, and
• early sustained sensory and social stimulation
Program Options:• Delivery of services to young
children
• Education and support of parents
• training and support of caregivers/paraprofessionals
• Sensitization of the public, through the mass media, to the value of ECD
• Promoting and strengthening community-based activities
0 1 2 3 4 5 6
parent-oriented
child-oriented
Source of Brain Stimulation
age
Components of Early Childhood Development and Parenting Centers:
ECD & care (parental and non-parental) arrangements
Play-based learning
Resources
Prenatal & postnatal supports
Nutrition programs
Implement an Overall ECD Strategy
Intervene early, often, and effectively
Allocate sufficient resources
Ensure relevant trainingEnhance the next generation’s competency for
understanding human development
Build systems, not just projectsEmphasize equity, sustainability, and population health
Monitor and evaluate
Measure child development outcomes
ECD Menu of Options
ECD interventions include:
• Delivering services to children birth to age 6
• Training caregivers and educating parents
• Building public awareness and strengthening
demand
Children Ready
for Success
Compliance with
standards and ongoing
technical support
Monitoring
and Improvement
Programs
Program Standards and Early
Learning and Development
Guidelines
Programs
that meet Standards
Workforce
Development
To consumers, public
and private sector
Engagement &
Outreach
Health, Nutrition, Mental
Health, Disability Services
Parenting and Family
Support
Comprehensive
Services
Early Childhood Development System
Across programs and
connected to other
systems
Coordinated Governance
And Financing
Core competencies
Access to Training and
Higher Education,
Credentialing
Adapted from the State Early Childhood Policy
Technical Assistance Network, J.Lombardi,
2007
World Bank ECD Portfolio in MENA Region
World Bank supported ECD Projects in
MENA region:
• Yemen – Child Development Project
• Jordan - Knowledge for the Economy
• Egypt – Early Enhancement Project
World Bank Cumulative Lending for ECD
More than $1.7 billion over 17 years
By Region 1990–2007 (in US$ million)
LAC
50%
AFR
9%
ECA
2%
MENA
7%
EAP
3%
SAR
29%
Child Development Program in Singapore
Inter-Ministerial Committee
Health, Education, Community Development, Youth and Sports
Overall policy directions & funding, Service guidelines & Coordination,
and Professional standards
Director, Child Development Program
Ministry of Health
Child Development Unit
National Healthcare Group
Child Development Unit
Singapore Health Services
Cuba ECD Programs: Initial Link
Strong National Institutions
Formal Sector
Local Capacity
Non Formal Sector
Pregnancy Childcare Centers Preschool ProgramsParent Programs(0 years) (0 to 5 years) (5 – 6 years)
French ECD System
1. Emphasis on very young children
2. Voluntary, free preschool
3. More for those with less (Educational
Priority Areas (ZEP)
4. Integration of all children
5. Quality standards and accountability
6. Highly trained and well-paid teachers
7. Secure funding and infrastructure
Public and Private Partnerships
New Zealand
• Centers must comply with minimum
licensing standards.
• Bulk funding: per-child funding based on a
sliding scale.
• Demand-side financing: seed fund to
develop services through grants, offer loans
to ECD teachers, and supplement incomes to
pay for ECD fees.
South Australia – Coordinated Early
Childhood Policies
• Legislative reform to integrate Education Act
and Children’s Services Acts
• Creating a Birth through Age 17, Education
and Childhood Development System
• Government collect child development
outcome (EDI) data across state every 3 years
ECD Policy - Trends
Among selected OECD countries:
• Integrated care and education of young children
• Emphasis on universal access to care and education
• Targeting of children who are poor, disadvantaged or at risk
• Substantial public investment in ECD
• Attention to quality
• Expansion of the supply of early interventions to young children under 3
Effective Interventions
No one size or design meets
the needs of all children
• Innovative designs are comprehensive, developmentally appropriate, and of sufficient duration and intensity.
• Effective interventions complement other health and education efforts, reflect a society’s culture and values, and target areas of most need.
Colombia: Community Welfare Homes
A home based child care/nutrition program introduced in the early 1980s
Targets extremely poor 1 million <7 yrs
Supported by ICBF and financed ear-marked payroll taxes (3%)
Mothers receive a loan/grant to upgrade their homes and training
Source: Londono, Beatriz and Tatiana Romero Rey 2007: Colombia Challenges in Country Level
Monitoring. In Proceedings of Symposium of ECD Priority for Sustained Economic Growth (in press)
Bolivia: Integrated Child Development Project
Full time home-based daycare, nutritional and educational services
Poor children ages 6m to 6 yrs in urban areas
Local women trained
Loans/grants ($500) to upgrade facilities
Source: UNICEF Bolivia
Community-based ECD programs
being implemented worldwide
MENA: Yemen
Africa: Kenya, Uganda,
Eritrea, Guinea Bissau, Senegal,
Malawi, Ghana, …
ECA: Kosovo, Macedonia, Albania, Turkey, Bulgaria, …
East/ South Asia: India,
Philippines, Indonesia,
China, Nepal, Bangladesh, Vietnam
Lessons Learned :
Community-based ECD programs
Quality services:
Sufficient intensity and duration – longer exposure
Direct contact with children beginning early in life (birth onwards)
Involve parents and provide parent education
Integrated within a comprehensive package of social, nutrition, and educational services for the child
Lessons Learned:
Community-based ECD programs
Community ownership – culturally relevant and designed to address local needs
Develop local capacity – training of community mothers
Use of local resources (facilities)
Evaluate and monitor progress on child outcomes
Messages for Policymakers
• Child Development – early experience shapes brain architecture, determines all future learning,
behavior and health outcomes later in life
• Effective -
• Cost Efficiency - save money in the long run because they prevent problems before they start and reduce later needs for special education and other remedial measures.
• Economics -the need for different skill sets in the
21st century.
Looking into the Future…
challenges
1. Implement an overall ECD strategy
2. Monitoring effectiveness of programs with outcome measures of child development
Child Development Outcomes – A Schematic
Building monitoring systems
Collecting population-based child outcome data
Early Development Instrument (EDI) –
A Population-based Measurement Tool
• Incorporates the most recent evidence on early brain
development
• Is a macro assessment of children’s early development
• Is a population-based measure, not used for individual
screening or diagnosis
• Has been tested and is being adapted for use in
industrialized and developing countries
• EDI results (at ages 5-6): They are predictive of later
school performance at grade 4; the EDI vulnerability index
correlates very highly with later failing at grade 4 testing.
Brain Growth
Rates of Return to Investment
in Human Capital
Preschool SchoolPost School
Preschool Programs
Schooling
Job Training
Age0
Brain Growth and Rates of Return
Source: Heckman & Carneiro Human Social Policy, 2003, RAND, Benefits and Costs of Early-Childhood Interventions, A
Documented Briefing, Lynn A. Karoly, Susan S. Everingham, Jill Hoube, Rebecca Kilburn, C. Peter Rydell, Matthew
Sanders, Peter W. Greenwood, April, 1997
Optimal Investment Levels
Preschool SchoolPost School
Age0
Optimal vs. Actual Investment
Cumulative Public Investment
Source: Heckman & Carneiro Human Social Policy, 2003, Voices for America and the Child and Family Policy Center.
Early Learning Left out An Examination of Public Investment in Education and Development by Child Age, 2004