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Transforming Early
Childhood: Innovations for
Quality and Inclusivity
Sharon Lynn Kagan, Ed.D. Teachers College, Columbia University
Child Study Center, Yale University
Asia-Pacific Regional Policy Forum Putrajaya, Malaysia July, 2016
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Presentation Overview
Part I: Changing Context for Children
Part II: Thinking Differently About Children
Part III: Acting Differently for Children
Part IV: Creating Your System
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Part I Changing
Context for Children
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New Context 4
New Context
Globalization
Technology
Societal Changes
Gender Roles
Environment
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New Context
Globalization Ease of communication, inter-connected economies
Technology Instant communication, hand held technology, online
learning
Societal changes Greater mobility within and across countries, greater inter-
ethnic interactions
Gender roles Women and girls taking on diverse leadership roles
Environment Global concerns for earth
5
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New Knowledge 6
New Knowledge
Neuroscience
Evaluation
Econometric
Implementation
Systems
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Neuroscience The early years are THE formative period of development
Young children’s brains grow to 80% of adult size by age 3 and to 90% by age 5
Young children grow faster and learn more in their early years than in any other period of life
High-quality early childhood care and intervention can prevent negative effects from taking hold and have powerful benefits
Strongest effects of high-quality care are found for children from families with the fewest resources and who are under the greatest stress
Investments in high-quality programs produce economic results
These savings are due to a reduction in social costs for incarceration, welfare dependence, teen pregnancy, referral to special education, and reduced grade retentions
7 Neuroscience
Evaluation Science
Econometric Science
Evaluation Econometric
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Implementation Science
Implementation science strives to integrate research into policy and practice
Contends that if you separate the parts from the whole, you are reducing the ability to achieve goals
Applies to early childhood because there are so many moving parts that must be considered together
8 Implementation Systems
Systems Science
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New Challenges 9
New Challenges
Quality
Equity
Inclusivity
Sustainability
Durability
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Quality Long-term results only accrue with high quality services
Each additional year of quality education increases a child’s adult earnings by about 10%
Returns are highest in low- and lower-middle-income countries
But limited quality exists, so most countries are not yet reaping the benefits of ECD Have poor ratios, poorly trained personnel, inadequate funding and
confused governance
Unless the world tackles inequity today, in 2030: Low-income countries will not be on track to achieve universal primary
school completion
60 million children of primary school age will be out of school
Low-income countries will have primary completion rates of about 76%
10 Quality
Equity/Inclusivity
Equity Inclusivity
UNICEF. (2016). The state of the world’s children 2016: A fair chance for every child; UNICEF. (2016). The state of the world’s children 2016: A fair chance for every child.
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Equity/Inclusivity
Inequities exist by wealth
Percentage of children 3-4 years old who attend some form of early childhood education program, by household wealth quintile
11
UNICEF. (2012). Inequities in early childhood development: What the data say. Evidence from the Multiple Indicator Cluster Surveys. UNICEF. Retrieved from http://www.unicef.org/lac/Inequities_in_Early_Childhood_Development_LoRes_PDF_EN_02082012(1).pdf
0
10
20
30
40
50
60
70
80
90
Bangladesh Lao People'sDemocratic
Republic
Mongolia Thailand Viet Nam
Richest20%
Poorest20%
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Equity/Inclusivity
Inequities exist by geographic region
Gross enrollment in pre-primary education by region, 1999-2014
12
UIS. (2015). Gross enrollment in pre-primary education, both sexes. UNESCO Institute of Statistics.
0
10
20
30
40
50
60
70
80
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
World
Central Asia
East Asia andthe Pacific
South andWest Asia
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Sustainability Planet is increasingly vulnerable (e.g., air, water); humans are
increasingly vulnerable (e.g., disease, trafficking)
Need to be mindful in all we do with children, we are obligated to prepare them to be citizens of a sustainable world
Services for young children, like young children themselves, are vulnerable and often shift when political parties do
Countries without sustained funding and governance, are characterized by: Fewer positive gains for children
More difficulty in establishing equitably distributed and inclusive programs
Lower levels of quality
Durability
13 Sustainability Durability
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All Children as Competent
Learners
All Children as
Rights Bearers
All Children in a Holistic Context
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Part II
Thinking Differently
About Children
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Thinking Differently 16
All Children as Competent
Learners
All Children as
Rights Bearers
All Children in a Holistic Context
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All Children as Competent Learners 17
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All Children as Rights Bearers
Children have entitlements: Safety Protection Education Health and Nutrition Equality Environment
18
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All Children in a Holistic Context 19
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ACT DIFFERENTLY
All Children as Competent
Learners
All Children as Rights Bearers
All Children in Holistic Context
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Part III
Acting Differently
for Children
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WHAT DOES ACTING
DIFFERENTLY MEAN FOR THE
UNITED NATIONS?
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Sustainable Development Goal 4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education Indicator 4.2.1: Percentage of children, under 5 years
of age, who are developmentally on track in health, learning, and psychosocial well-being
Indicator 4.2.2: Participation rate in organized learning (1 year before official primary entry age) for all countries
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WHAT DOES ACTING
DIFFERENTLY MEAN FOR US?
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Acting Differently 25
All Children as Competent
Learners
Optimize Learning
Environment
All Children as Rights Bearers
Make Services Fully Inclusive
All Children in a Holistic Context
Create an Integrated
System
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Acting Systemically Using Systems and Implementation Sciences
26
All Children as Competent
Learners
Optimize Learning
Environment
Learning Sub-System
All Children as Rights Bearers
Make Services Fully Inclusive
Services Sub-System
All Children in a Holistic
Context
Create an Integrated
System
Infrastructure Sub-System
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Infrastructure Sub-System
Services Sub-System
Assessments
Supportive Pedagogy
Social/ Environmental Aspects of Learning
Continuity across the
Grades
Curriculum
Standards
Infrastructure Sub-System
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Implications for Acting Differently 28
All Children as Competent
Learners
Optimize Learning
Environment
Learning Sub-System
All Children as Rights Bearers
Make Services Fully Inclusive
All Children in a Holistic Context
Create an Integrated
System
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Learning Sub-System 29
Assessments
Supportive Pedagogy
Social/ Environmental Aspects of Learning
Continuity across the Grades
Curriculum
Standards
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What is an Early Learning Sub-system?
1. Clear standards Specify what children should know/be able to do
Integrated, high-quality learning, both at the individual program level and increasingly within communities
2. Clear curriculum and strategies to achieve those standards Specify what services should be provided
Sometimes manifest as curriculum (what children learn) and pedagogy (how adults teach or deliver services)
3. Clear assessments Based on the goals and used to improve programs
May measure how children are progressing, how the program is doing
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What is an Early Learning Sub-system?
4. Children’s environments Need to make the program setting as high quality (e.g.,
adequate space and water; opportunities for growth) Clear curriculum and strategies to achieve those
standards
5. Continuity across the grades Need to focus on transitions in development Need to be sure that activities are aligned and are age
and culturally appropriate
6. Supportive and culturally responsive pedagogy
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Examples of Early Learning and Development Standards
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Cambodia
• Physical and Health • Moral and Cultural • Social and Emotional • Cognition and Reasoning • Language
Laos
• Physical, Hygiene, and Safety • Language, Pre-Reading,
and Pre-Math • Cognitive • Social and Emotional • Character and Values
Mongolia
• Creative • Math • Mental • Physical • Socio-Emotional
Philippines
• Physical Health, Well-Being, and Motor • Language, Pre-Reading
and Pre-Math • Cognitive • Social and Emotional • Character and Values
Thailand
• Motor and Physical Well-Being • Social • Emotional • Cognitive • Language • Moral • Creative
Vietnam
• Physical • Emotional and Social • Language and
Communication • Cognitive
Rao, N. (2015) Early childhood development in the East Asia Pacific: Preliminary findings from the East Asia Pacific. University of Hong Kong. Retrieved from http://www.nationalacademies.org/hmd/~/media/Files/Activity%20Files/Children/iYCG/March2015/Hong%20Kong%20Presentations/3-%20Rao_EAP-ECDS%20For%20IOM%20meeting.pdf
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Examples
Korea Supportive pedagogy: emphasis on well-being and play activities
Curriculum: champions creativity and character education
Continuity across the grades: emphasis on vertical and horizontal coherence
New Zealand Assessments: focus on developmental outcomes instead of actual child
outcomes
Supportive pedagogy: Balanced approach to well-being and academic learning
Curriculum: all children develop differently, addresses expectations of society
Vietnam Social/environmental aspects of learning: whole group and small group,
active-listening and active-doing, adult-led and child-initiated activities
Continuity across grades: linked initiatives for under 3s and older age group
33
Taguma, M., Litjens, I., Makowiecki, K., & Kim, J.H. (2012). Quality Matters in Early Childhood Education and Care: Korea; Taguma, M., Litjens, I., Makowiecki, K., & Early, Q. M. (2012). Quality Matters in Early Childhood Education and Care: New Zealand; Sharma, A., Tajima, S., Myagmar, A., & Fang, D. (2013). ARNEC research brief 2013 no. 2: Noteworthy practices. Retrieved from http://www.arnec.net/wp-content/uploads/2014/03/ARNEC-Research-Brief-2013.pdf
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Implications for Acting Differently 34
All Children as Competent
Learners
Optimize Learning
Environment
All Children in a Holistic Context
Create an Integrated
System
All Children as Rights Bearers
Make Services Fully Inclusive
Services Sub-System
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Linking Learning and Programs/ Services Sub-Systems
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Provision Sub-System
Programs/Services Sub-System
Assessments
Supportive Pedagogy
Social/ Environmental Aspects of Learning
Continuity across the
Grades
Curriculum
Standards
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Programs/Services Sub-System 36
PROGRAMS/SERVICES
Health
Parenting Education
Child Care Transition
Preschool
Home Visiting
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Examples: Australia, Hong Kong, Malaysia, and New Zealand
Increasing public expenditure
Expenditure on pre-primary as % of total government expenditure
37
UIS. (2015). Expenditure on education as % of total government expenditure (all sectors). UNESCO Institute of Statistics.
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Australia
HongKong
Malaysia
NewZealand
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Service Obligations to Young Children
Governments not only expanding amount of money, but expanding range of services: Early childhood mental heath expansion
Universal health care
Nutrition
Social protection and environment
Universal pre-kindergarten
Home visiting
Expansions of services to infants and toddlers
38
Source: Gomez, R.E., Kagan, S. L., & Fox, E. A. (2014). Professional development of the early childhood education teaching workforce in the United States: An overview. Professional Development in Education, 41(2), 169-186.
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Is inefficient and often wastes precious resources Breeds inconsistencies, turnover, and a lack of quality
Very challenging for public and families to put programs pieces together
Is inequitable because often programs don’t serve children of all ages and all regions Many initiatives are designed as model programs that are not scalable to
entire population
Program approach is characterized by sporadic, episodic efforts
Doesn’t build capacity in system Programs may compete for staff who leave for better pay
BUT!!! A Program Focus only is Limited
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FROM: Thinking about services and programs
TO: Thinking about systems
Changing Our Thinking
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Infrastructure Sub-System
Programs/Services Sub-System
Assessments
Supportive Pedagogy
Social/ Environmental Aspects of Learning
Continuity across the
Grades
Curriculum
Standards
Infrastructure Sub-System
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All Children in a Holistic Context 42
All Children as Competent
Learners
Optimize Learning
Environment
All Children as Rights Bearers
Make Services Fully Inclusive
All Children in a Holistic
Context
Create an Integrated
System
Infrastructure Sub-System
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In ECE, a SYSTEM is: Programs and Infrastructure
43
Source: Kagan, S. L., & Cohen, N. E. (1997). Not by chance: Creating an early care and education system. New Haven, CT: Yale University Bush Center in Child Development and Social Policy.
Child and Family Child
Care Pre-Kindergarten
Home Visiting
Infrastructure
Transition
K-3
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Gears: Need to work in all areas to move the infrastructure
Linkages to Schools and Community Health Settings
Governance
Program Regulation and
Inspection Family and
Community Engagement
Professional Development
Standards, Curriculum,
and Assessment
Quality Pedagogy, Teaching, and
Learning
Financing Mechanisms
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SYSTEM =
PROGRAMS/DIRECT SERVICES + INFRASTRUCTURE
8 – 1 = 0
+
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1. Quality Pedagogy, Teaching, and Learning Rich, varied learning opportunities that engage children Characterized by activity, inquiry, reflection, and curiosity Produce productive outcomes for children
2. Standards, Curriculum, and Assessment Early learning and development standards specify what
children should know and do and are culturally responsive Curriculum framework helps teachers plan, and provides
ideas for children Ongoing assessment to improve instruction
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3. Regulations and Inspection for Programs Done regularly by professionals Information from inspections needs to
be used for quality improvement
4. Professional Development Pre-service In-service Consistent requirements for all teachers
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5. Financing Mechanisms Too much focus on quantity, not quality Need consistency in funding Need to blend public and private funds
inventively
6. Governance Horizontal debate: which ministry (e.g., health,
education) Vertical debate: which level (e.g. local, regional) Governance brings clarity on who does what, for
whom, when, and with what authority and accountability
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7. Family and Community Engagement Major commitment to family engagement in
programs, decisions, governance Helps keep programs responsive to parental
needs Could build an advocacy base for social
change
8. Transitions/Linkages From pre-primary to primary Among health, education, social services
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50 50
Infrastructure Sub-System
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Infrastructure Sub-System
Programs/Services Sub-System
Assessments
Supportive Pedagogy
Social/ Environmental Aspects of Learning
Continuity across the
Grades
Curriculum
Standards
Infrastructure Sub-System
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• Quality
• Equity/ Inclusivity
• Sustainability/ Durability
Using Systems to Address Critical Issues
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Examples Australia
Program regulations and inspection: ACECQA (Australian Children’s Education & Care Quality Authority) and NQS (National Quality Standard) promote quality improvement
Family and community engagement: Families as First Teachers (FAFT) builds on positive engagement of Indigenous families and communities to support transition
Cambodia Professional development: 14 day teacher training program to orient new teachers to
child-friendly teaching methodologies
Quality pedagogy, teaching, and learning: modified curriculum to focus on skills to succeed in school
Singapore Standards, curriculum, and assessment: move towards holistic development, highlights
children as curious and active learners
Program regulations and inspection: Preschool Accreditation Framework (SPARK) encourages self-improvement; guarantees that preschools comply with minimum standards
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Sharma, A., Tajima, S., Myagmar, A., & Fang, D. (2013). ARNEC research brief 2013 no. 2: Noteworthy practices. Retrieved from http://www.arnec.net/wp-content/uploads/2014/03/ARNEC-Research-Brief-2013.pdf; ARNEC. (2011). Quality early childhood matters: Making a critical investment for a country’s future. Retrieved from http://www.arnec.net/wp-content/uploads/2014/04/Booklet-4-Qualy-ECCD-Matters.pdf; ARNEC. (2011). Quality early childhood matters: Making a critical investment for a country’s future. Retrieved from http://www.arnec.net/wp-content/uploads/2014/04/Booklet-4-Qualy-ECCD-Matters.pdf
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+
Part IV Creating
Your System
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Three Strategies
I. Acknowledgements
II. Create Goals and Theory of Action
III. Think and Move
Strategically
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Step 1: Acknowledgements
Three acknowledgements: 1. Hard to work on all
systems at once 2. Most countries do not
have a systemic vision 3. Most countries have no
sequenced strategy
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SOC
IO-C
ULTU
RAL SO
CIO
-CU
LTU
RAL
SOCIO-CULTURAL (Values, Beliefs, Heritages, Religions)
TEMPORAL
TEMPORAL (Political, Economic, Environmental)
TEMPO
RAL
TEM
PORA
L
MESO
MACRO
SOCIO-CULTURAL
EFFECTIVE ECD
SYSTEM
C
STANDARDS AND ASSESSMENT
REGULATIONS AND INSPECTION
PROFESSIONAL DEVELOPMENT
FINANCING MECHANISMS
GOVERNANCE
FAMILY & COMM ENGAGEMENT
B
TRANSITIONS/ LINKAGES
Systemic Goals
D
QUALITY
EQUITY/ INCLUSIVITY
Family Goals
E
MEANINGFULLY INVOLVED
ORGANIZATIONALLY SUPPORTED
CHILD AND
FAMILY WELL BEING
F
MICRO
G
H
Infrastructure/ Sub-systems
Boundary Spanning Efforts and Programs
A
Edu Hlth/Ntr SP/W
Prog A
Prog B
Prog C
Prog D
SUSTAINABILITY/DURABILITY
QUALITY PEDAGOGY
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Step 2: Create Goals/Theory of Action 58
Systemic Goals
D
QUALITY
EQUITY/ INCLUSIVITY
SUSTAINABILITY/ DURABILITY
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Systemic Goals
D
QUALITY
EQUITY/ INCLUSIVITY
SUSTAINABILITY/ DURABILITY
Step 2: Create Goals/Theory of Action 59
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Step 3: Think and Move Strategically
Think big: Envision the ideal
Think far: Short/long-term
Think different: System = programs + infrastructure
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Think Different
Steve Jobs to John Sculley: “Do you want to spend the rest of
your life selling water, or do you want a chance to change the world?”
They did revolutionize six industries: Personal computers, animated
movies, music, phones, tablet computing, and digital publishing
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“The people who are crazy enough to think
they can change the world are the ones who do.”
Apple’s “Think Different” Commercial 1997 Foreword to Walter Isaacson’s book, Steve Jobs
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Infrastructure Sub-System
Programs/Services Sub-System
Assessments
Supportive Pedagogy
Social/ Environmental Aspects of Learning
Continuity across the
Grades
Curriculum
Standards
Infrastructure Sub-System