Department of Education and Childhood Development

Early Childhood Development Presenter:

Dr. Pablo Stansbery, Senior Director, Early Child Development

Save the Children

Summer 2011

Global Presence

Objectives • ECCD Definition and Approach • Child Rights Perspective• Millennium Development Goals (2010)• Education for All (UNESCO)• Monitoring and Evaluation• WHO- wellness (Human Potential)• Global Challenges

ECD vs. ECCD

• Early childhood: Prenatal through 8 years of age. Continuum.

• Care – Thrive and grow, (Protection + food + health care + IZ) + (essential interaction + stimulation + affection + security + learning through exploration and discovery)

• Development - process of change in which the child gradually masters more and more complex levels of moving, thinking, feeling and interacting with people and objects in the environment. Development = biological factors and environment

• Development vs. Survival – General Comment #7. Child right to full essential supports for development and to reach full potential

The Four Principles of SC’s ECCD Program

The Program Cycle

Sample Title

Education for All Dakar Goals and Millennium Development Goals

1. Eradicate extreme poverty and hunger

2. Achieve universal primary education

3. Promote gender equality and empower women

4. Reduce child mortality, and other health goals

1. Expand and improve comprehensive early childhood care and education

2. Universal primary education by 2015

3. Learning and life skills programmes for youth and adults

4. 50% increase in adult literacy rates by 2015

5. Gender parity by 2005 and gender equality by 2015

6. Improving quality of education

MDGsEFA Goals

2008 2009 2010 2011 2012 2013 2014 2015

56  million

8  million

23  million

Rest  of  the  World

South  and  West  Asia39  million

Sub-­‐Saharan  Africa45  million

0

20

40

60

80

100

120

Out-of-school children (millions)

East  Asia  and  the  Pacific

2000 2001 2002 2003 2004 2005 2006 2007

32

18

9

63

72  million

1999

6

84

105  million

Out-of-school children

Arab  States  LaEn  America  and  the  Caribbean

Still 56 million children out of school in 2015?

East  Asia  and  the  PacificArab  States  LaEn  America  and  the  Caribbean

• Half in sub-Saharan Africa; One-third in India, Nigeria, Pakistan, and Ethiopia; • 60% never enroll, 31% enroll late, 9% enroll but drop out

Characteristics of out of school children

Distribution of out of school children by exposure to school and

Too few pupils complete primary school

In addition to increasing access, improving retention is a key to reducing out-of-school

children.

0

20

40

60

80

100

Rw

anda

Bur

undi

Leso

tho

Mad

agas

car

Gha

naSw

azila

ndBen

inN

iger

Togo

Eritre

aM

ali

Cap

e Ve

rde

Cam

eroo

nM

auritius

Mau

rita

nia

Mor

occo

Sau

diAlg

eria

Leba

non

Om

anKuw

ait

Mon

golia

Aze

rbai

jan

Tajik

ista

nKaz

akhs

tan

Lao

P. D

.M

yanm

ar

Nep

alBan

glad

esh

Nic

arag

uaEc

uado

rG

uate

mal

aCol

ombi

aPa

nam

aBol

ivia

Dom

inic

aCos

ta R

ica

Bar

bado

s

Bel

arus

Survival rates to last grade (%) Cohort completion rates (%)

Links between health, development and education potential

Poor school Achievement

Nutritional deficiencies/infection

Primary Caretaker Stress/depressionLow responsivityLow education

Poor care and home stimulation

Poor cognitive, motor, socio-emotional development

Stunting

Links between mother education and school readiness

Benefits of mother education

• When mothers have no education, their children are twice as likely to be out of school when compared to those whose mothers have some education

• 776 million adults worldwide, 2/3 of them women, lack basic literacy skills

• Illiteracy rates are highest in sub-Saharan Africa and South and West Africa

Benefits of female education • Educated girls tend to marry later, have fewer

children, healthier pregnancies and safer deliveries and tend to immunize their children regularly

• A study of 63 developing countries found that female education was the most important reason why child malnutrition decreased by 15.5% between 1970 and 1995

• Educating girls and women has catalytic effect on economic development: For each 1% increase in female education a country average GDP increases by .37%

Holistic Supports

Trajectory of a child’s brain development

Source: Slide by Flavlio Cunha based on Heckman and Masterov, 2004

0 Age

Rat

e of

ret

urn

to in

vest

men

t in

hum

an c

apita

l

Preschool programs

Schooling

Job training

0-3 4-5Preschool School Post-school

Programs targeted towards the earliest years

Rates of Return to Human Capital Investment at Different Ages: Return to an Extra Dollar at Various Ages

UNICEF

Interventions with Stunted Children in Jamaica

85

90

95

100

105

110

Baseline 6 mo 12 mo 18 mo 24 mo

DQNon – stunted

Control

Both Rxs

SupplementedStimulated

Source: Gramtham-McGregor et al, 1991

Disparities in Early Vocabulary Growth

16 mos. 24 mos. 36 mos.

Cum

ulat

ive

Voca

bula

ry (

Wor

ds) College Educated

Parents

Working Class Parents

Welfare Parents

Child’s Age (Months)

200

600

1200

Source: Hart & Risley (1995)

Slide by The National Scientific Council on the Developing Child

Language and

Language and

Pre-Primary Enrollment (2006)(%)

World 41Developing Countries 36Developed Countries 79Transition Countries 62

Sub-Saharan Africa 14Arab States 18Central Asia 28

Developmental Domains

• Language Development (Communication)• Gross Motor and Physical Health• Psycho-social Development• Cognitive Development• Approaches to Learning

Ready to Learn- Schooling 3 Broad ECD Research Questions

1. Is Sasha ready for school?

2. Is the school ready for Sasha?

3. Are Sasha’s parents ready and is her community prepared to help Sasha get ready for school?

Caregivers are at the center of development Brains and Skills are Shaped by the “Serve and

Return” Nature of Human Interaction

The quality and frequency of the interaction with significant adults are critical

ECCD Results Framework

Key Strategies: Access:• Formal or non-formal, home- and/or community-

based ECCD centers • Marginalized children, communities and

addressing both the physical and opportunity cost barriers to access.

• Distance ECCD program where appropriate (i.e. radio program for children)

• Formal and informal play groups • Mobile ECCD center.• Intensive learning programs prior to school entry.• After-school learning programs to support

transitions to school.

Key Strategies: Quality

• Training, education or counseling for parents and caregivers (often conducted at the home)

• Group training and education for parents and caregivers (often in the form of classes or group parent sessions).

• Orientation to quality learning environment and interaction

• Training of grade one and grade two teachers both pre-service and in-service.

• Improving and upgrading of ECCD classroom facilities and age-appropriate learning materials.

• Improving and upgrading of outdoor or playground facilities.

Key Strategies: Knowledge, attitude and practices

• Individual training, education or counseling for parents and caregivers

• Group training and education for parents and caregivers (often in the form of classes or group parent sessions).

• Creating or strengthening community groups that address the needs of young children.

• Establishing and/or building the capacity of ECCD management committees or ECCD center governing bodies etc., and promoting their participation in ECCD program decision-making.

• Training community groups to advocate for ECCD.• Engaging adolescents in ECCD activities.• Conducting community ECCD events to raise awareness

and interest, as well as increase demand

Key Strategies: Policy & advocacy

Policy/advocacy

• Advocating for bi/multi-lingual language pre-school education.• Analyzing current policies and engaging in developing and

harmonizing new policies.• Facilitating the implementation of current policies.• Advocating for increased government allocation of funds for ECCD.• Organizing advocacy workshops and events.• Publishing advocacy briefers.• Documenting and disseminating best practices and lessons learned in

order to achieve lasting change at scale.• Strengthening national ECCD networks.

Key Strategies for IR 4 may include:

Institutional and human resource capability

• Training and supporting government ECCD providers.• Training and supporting government primary school teachers

and education providers.• Upgrading national training systems and/or making changes to

the system.• Improving and upgrading government ECCD classroom

facilities.• Ensuring the provision of quality learning materials.• Developing, adapting and supporting national curricula for

ECCD activities.• Developing and integrating supporting national teaching tools,

materials and aids.

MCH/ECD Continuum of Interventions

Adolescents 5 to 6 years2 to 5 years 7 to 8 years

Youth clubs and teams

Theater for Development

Family Child Care Permits

School Health and Nutrition (including promoting healthy behaviors)

Reproductive Health

Pre-primary classes

Play groups

Summer pre-school academies

Transition programming

De-worming

Hygiene & Hand washing promotion

Reading for children, Reading Buddies, Libraries

CCT

HEART

Reading for Children

Parks and recreation

Prevention/treatment of pneumonia, malaria, & diarrhea

Micronutrient supplementation

De-worming

Transition programming

Child friendly schools

Smaller classes

Learning materials

Hygiene & Hand washing promotion

De-worming

Reading Buddies,

Mobile Libraries

Skilled attendant at birth

Essential newborn care, (e.g. prevent birth asphyxia, warming/drying/ KMC (LBW), infection management

PMTCT

Immediate Initiation of BF

Baby Massage

Maternal Talk

Focused ante-natal care

TToxoid immunization

IPT Malaria

Micronutrient supplements

Dietary counseling and support

Child rearing education and planning

Baby SignsBreastfeedingImproved comp

feeding (6-24 mos.) including interactive feeding

Prevention/treatment of pneumonia, diarrhea , and malaria

Immunizations

Child stimulation & developmental screening

PregnancyBirth to 30 days

1 month to

2 Years

0- 2 Year-Old Early Learning Activities

Page

Page

Evaluation and Monitoring

Page

Height for Age… 42% are stunted

Mean:-1.74, Stunting(-2SD):42.3%, Severely stunting(-3SD):17%

Page

Page

Rationale for an MCH/ECD continuum

• Critical health & developmental needs at each stage

• Each builds upon the other – and helps to ensure that the child survives and thrives

• Reinforcing behaviors and complementary behaviors (e.g., immediate/exclusive breastfeeding, skin-to-skin care of newborns, etc.

Best and worst places to be a mother

Images from the Field: Haiti Earthquake 2010

Sauvons la vie de nos enfants

We are Saving the Lives of Children

PLEASE HELP!!

HOMELESS

Child Survivor: Haiti Earthquake

Sisters

Survivors of Haiti Earthquake

Save the Children Supplies Shelters for Haiti

Homeless Twin Babies

Water!

Medical Assistance

Importance of Caregivers

Haiti's Makeshift Camps

Shelter

Haiti Earthquake's Victims Seek Refuge

Emergency Shelter

Safe Place to Play

Water for bathing

If you’d like to know more… Pstansbery@savechildren.org

Group WorkBolivia, Haiti, Mozambique, Sudan

1.Discuss the ecological reality (context of situation)2.Discuss potential interventions for different age groups (and to ensure developmental domains): Prenatal, birth to 2 years, 2 to 5 and early primary grades3.Create simple evaluation plan