Evidence on the Early YearsEvidence on the Early Years

Ian Storrie

COSLA

March 2010

Ian Storrie

COSLA

March 2010

Evidence on Early YearsEvidence on Early Years

• Teaching grandmother to suck eggs

• Teaching grandmother to suck eggs

Evidence on Early YearsEvidence on Early Years

• Teaching grandmother to suck eggs is a saying, meaning that a person is giving advice to someone else about a subject that they already know about (and probably more than the first person)

• Cannot afford to assume that Granny already knows

• Teaching grandmother to suck eggs is a saying, meaning that a person is giving advice to someone else about a subject that they already know about (and probably more than the first person)

• Cannot afford to assume that Granny already knows

Reasons to InterveneReasons to Intervene

• Moral Imperative• Moral Imperative

Reasons to InterveneReasons to Intervene

• “The crucial importance of the first five years in a child’s development is well recognised” p45

• “The active interest of parents in their children’s education is associated with higher measured attainment.” p46

• “Being disadvantaged does not of itself explain why children do less well.” p53

• “......when arguing for a curriculum appropriate to a child’s community, teachers need to be sensitive to the social and moral climate in which their children are growing up.” p57

• To achieve a community-oriented curriculum..”..it could take years and will require a generous and sympathetic change of heart, not only among educational authorities but in society at large.” p57

• “The crucial importance of the first five years in a child’s development is well recognised” p45

• “The active interest of parents in their children’s education is associated with higher measured attainment.” p46

• “Being disadvantaged does not of itself explain why children do less well.” p53

• “......when arguing for a curriculum appropriate to a child’s community, teachers need to be sensitive to the social and moral climate in which their children are growing up.” p57

• To achieve a community-oriented curriculum..”..it could take years and will require a generous and sympathetic change of heart, not only among educational authorities but in society at large.” p57

Born to Fail - 1973Born to Fail - 1973

• “The crucial importance of the first five years in a child’s development is well recognised” p45

• “The active interest of parents in their children’s education is associated with higher measured attainment.” p46

• “Being disadvantaged does not of itself explain why children do less well.” p53

• “......when arguing for a curriculum appropriate to a child’s community, teachers need to be sensitive to the social and moral climate in which their children are growing up.” p57

• To achieve a community-oriented curriculum..”..it could take years and will require a generous and sympathetic change of heart, not only among educational authorities but in society at large.” p57

• “The crucial importance of the first five years in a child’s development is well recognised” p45

• “The active interest of parents in their children’s education is associated with higher measured attainment.” p46

• “Being disadvantaged does not of itself explain why children do less well.” p53

• “......when arguing for a curriculum appropriate to a child’s community, teachers need to be sensitive to the social and moral climate in which their children are growing up.” p57

• To achieve a community-oriented curriculum..”..it could take years and will require a generous and sympathetic change of heart, not only among educational authorities but in society at large.” p57

Reasons to InterveneReasons to Intervene

• Moral Imperative – Not enough?

• Science– 1972 Dunedin, New Zealand

• Moral Imperative – Not enough?

• Science– 1972 Dunedin, New Zealand

Dunedin Experiment (Not the real name)

Dunedin Experiment (Not the real name)

• 1,000 3 year old children observed over 90 minutes by nurses

• The nurses identified an ‘at risk’ group based upon– Restlessness– Negativity– Lack of persistence and attention

• 1,000 3 year old children observed over 90 minutes by nurses

• The nurses identified an ‘at risk’ group based upon– Restlessness– Negativity– Lack of persistence and attention

Dunedin - @21Dunedin - @21

• 47% abused their partners, compared with 10% of the control group

• Three times as many antisocial personalities• 2.5 times as many had two or more criminal

convictions– 55% of the offences were violent compared with

18%

• 30% of the at risk women had teenage pregnancies compared with zero.

• 47% abused their partners, compared with 10% of the control group

• Three times as many antisocial personalities• 2.5 times as many had two or more criminal

convictions– 55% of the offences were violent compared with

18%

• 30% of the at risk women had teenage pregnancies compared with zero.

Reasons to InterveneReasons to Intervene

• Moral Imperative – Not enough?

• Science– 1972 Dunedin, New Zealand– Dr Bruce Perry

• Moral Imperative – Not enough?

• Science– 1972 Dunedin, New Zealand– Dr Bruce Perry

Bruce Perry – Brain Development

Bruce Perry – Brain Development

Physical connections between neurons – synaptic connections - increase and strengthen through repetition or wither through disuse...early life experiences, therefore, determine how genetic potential is expressed, or not...

During the first years of life, the higher parts of the brain become organised and more functionally capable. Brain growth and development is profoundly “front loaded” such that, by age four, a child’s brain is 90% adult size. This time of great opportunity is a biological gift.

Physical connections between neurons – synaptic connections - increase and strengthen through repetition or wither through disuse...early life experiences, therefore, determine how genetic potential is expressed, or not...

During the first years of life, the higher parts of the brain become organised and more functionally capable. Brain growth and development is profoundly “front loaded” such that, by age four, a child’s brain is 90% adult size. This time of great opportunity is a biological gift.

Bruce Perry – Brain Development

Bruce Perry – Brain Development

Physical connections between neurons – synaptic connections - increase and strengthen through repetition or wither through disuse...early life experiences, therefore, determine how genetic potential is expressed, or not...

During the first years of life, the higher parts of the brain become organised and more functionally capable. Brain growth and development is profoundly “front loaded” such that, by age four, a child’s brain is 90% adult size. This time of great opportunity is a biological gift.

Physical connections between neurons – synaptic connections - increase and strengthen through repetition or wither through disuse...early life experiences, therefore, determine how genetic potential is expressed, or not...

During the first years of life, the higher parts of the brain become organised and more functionally capable. Brain growth and development is profoundly “front loaded” such that, by age four, a child’s brain is 90% adult size. This time of great opportunity is a biological gift.

Bruce Perry – Brain Development

Bruce Perry – Brain Development

Source:The Margaret McCain lectures series, Inaugural lecture by Bruce D. Perry,

Maltreatment and the Developing Child, 2004

Schools and teachers are important but our parents, and what happens before we reach school, are more significant. It is estimated that by the age of three, 50% of our language is in place. At five, it’s 85%.

Language is either there or missing by the time a child starts primary school. And once a child starts primary school, they are only there for 15% of their time.

Schools and teachers are important but our parents, and what happens before we reach school, are more significant. It is estimated that by the age of three, 50% of our language is in place. At five, it’s 85%.

Language is either there or missing by the time a child starts primary school. And once a child starts primary school, they are only there for 15% of their time.

Source: Wishart R, Herald, 13 June 2006

Reasons to InterveneReasons to Intervene

• Moral Imperative – Not enough?

• Science– 1972 Dunedin, New Zealand– Dr Bruce Perry

• Economics– James Heckman

• Moral Imperative – Not enough?

• Science– 1972 Dunedin, New Zealand– Dr Bruce Perry

• Economics– James Heckman

04/21/23 160 Age

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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

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

Ages

The pattern of public spending on education over the life

cycle, 2002/3

The pattern of public spending on education over the life

cycle, 2002/3

Source: Alakeson V, Too Much, Too Late: Life chances and spending on education and training, Social Market Foundation 2005

04/21/23 18

• The economic returns to early investments are high.• They promote efficiency and reduce inequality.• The returns to later interventions are much lower.• Skill begets skill and early skill makes later skill acquisition easier.• Remedial programs in the adolescent and young adult years are much

more costly in producing the same level of skill attainment in adulthood.

• Children from advantaged environments by and large receive substantial early investment. Children from disadvantaged environments more often do not.

• There is a strong case for public support for funding interventions in early childhood for disadvantaged children.

• Yet Social market Foundation finds we spend the opposite

• The economic returns to early investments are high.• They promote efficiency and reduce inequality.• The returns to later interventions are much lower.• Skill begets skill and early skill makes later skill acquisition easier.• Remedial programs in the adolescent and young adult years are much

more costly in producing the same level of skill attainment in adulthood.

• Children from advantaged environments by and large receive substantial early investment. Children from disadvantaged environments more often do not.

• There is a strong case for public support for funding interventions in early childhood for disadvantaged children.

• Yet Social market Foundation finds we spend the opposite

Heckman SummaryHeckman Summary

Reasons to InterveneReasons to Intervene

• Moral Imperative – Not enough?• Science

– 1972 Dunedin, New Zealand– Dr Bruce Perry

• Economics– James Heckman– Perry Pre-School

• Moral Imperative – Not enough?• Science

– 1972 Dunedin, New Zealand– Dr Bruce Perry

• Economics– James Heckman– Perry Pre-School

Perry Pre-School ProgrammePerry Pre-School Programme• 1962 Inner City Chicago• Three year olds – 2 year programme

– Pre-School 5 ½ days a week– 1 ½ hour weekly home visit

• Then nothing

• 123 children– 58 intervention– 65 no pre-school

• Followed up 3-11, then 14, 15, 19, 27 and 40

• 1962 Inner City Chicago• Three year olds – 2 year programme

– Pre-School 5 ½ days a week– 1 ½ hour weekly home visit

• Then nothing

• 123 children– 58 intervention– 65 no pre-school

• Followed up 3-11, then 14, 15, 19, 27 and 40

04/21/23 21

Perry Preschool ProgramIQ, by age and treatment group

Perry Preschool ProgramIQ, by age and treatment group

04/21/23 22

Perry Preschool ProgramEducational effects, by treatment

group

Perry Preschool ProgramEducational effects, by treatment

group

04/21/23 23

Perry Preschool ProgramEconomic effects at age 27, by

treatment group

Perry Preschool ProgramEconomic effects at age 27, by

treatment group

04/21/23 24

Perry Preschool ProgramArrests per person before age 40, by

treatment group

Perry Preschool ProgramArrests per person before age 40, by

treatment group

04/21/23 25

Perry Preschool ProgramIQ, by age and treatment group

Perry Preschool ProgramIQ, by age and treatment group

Sources of ‘Ammunition’Sources of ‘Ammunition’

• GUS – Growing Up in Scotland

• EPPE – Effective Provision of Pre-School Education

• 0-5: How Small Children Make a Big Difference

• Early Years Framework Evidence Papers

• GUS – Growing Up in Scotland

• EPPE – Effective Provision of Pre-School Education

• 0-5: How Small Children Make a Big Difference

• Early Years Framework Evidence Papers

Some HyperlinksSome Hyperlinks

• http://www.crfr.ac.uk/gus/• http://www.dcsf.gov.uk/everychildmatters/rese

arch/keyresearch/earlyyearschildcare0910/eppe/eppe/

• http://www.theworkfoundation.com/research/publications/publicationdetail.aspx?oItemId=26

• http://www.scotland.gov.uk/Publications/2008/06/evidence

• http://www.crfr.ac.uk/gus/• http://www.dcsf.gov.uk/everychildmatters/rese

arch/keyresearch/earlyyearschildcare0910/eppe/eppe/

• http://www.theworkfoundation.com/research/publications/publicationdetail.aspx?oItemId=26

• http://www.scotland.gov.uk/Publications/2008/06/evidence