geert driessen, annemiek veen & maartje van daalen (2015) early childhood education: possible...

Geert Driessen ITS, Radboud University Nijmegen, the Netherlands

[email protected] www.geertdriessen.nl

Annemiek Veen Kohnstamm Institute, University of Amsterdam, the Netherlands

Maartje van Daalen

Kohnstamm Institute, University of Amsterdam, the Netherlands

Paper Annual Meeting ECER, Budapest (H), September 7-11, 2015

Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015

0 2,5 4 6 Age

Kindergarten

Playgroups

Daycare

Early Childhood Education

School boards Municipalities

Decentralization

Preschool Early school


Model programs in the US Positive (long-term) effects: • High/Scope Perry Preschool • Abcederian • Chicago Child-Parent However: Comparability (there, then)? Other programs in the US Mixed results, depending on contexts and conditions Also: fade-out, file drawer In the NL Limited # studies: • some show negative effects • some show no effects • some show positive effects (However: on some subtests and

under favorable conditions only)


Why does ECE not show the expected positive outcomes in the Netherlands? (Despite in investment of >€350M p/a) Focus on: • the preschool phase (playgroups, daycare) • the identification of the ECE target groups • the implementation of ECE (programs)

1. Review of the literature: scientific evaluations, (local) policy documents, ECE programs and instruments

2. In 12 municipalities, in-depth interviews with: a. 11 staff members Early Childhood Care Centers

(responsible for identification target groups) b. 25 staff/daycare and playgroup leaders 3. Feedback on results from 30 ECE experts (e.g.,

Inspectorate, program developers, pre-school teacher training institutes, ECE organizations)


Validity official ECE target group criterion (parental education; R [1985] 0.50 → [2014] 0.20)

Local variety target group indicators Reliability and validity screening instruments False-positives, false-negatives Increase “problem children”, multiple problems, problem

accumulation Contamination education disadvantage perspective and

special education perspective (origin, approach)


Qualifications/education level (intermediate vocational → higher vocational)

Language proficiency Dutch Interaction competencies teacher-child Care ↔ education/didactics/instruction Specific knowledge/competencies medical problems,

family problems (divorce, drugs, alcohol), behavioral and learning problems and disorders


No ECE program evidence based Local variation, adaptations (implementation fidelity?) Discrepancy child’s (multiple) problems vs. type/focus of

ECE program Center-based, no home component (role parents) Focus cognitive development, but socio-emotional

foundation?

Incomparability context US – the Netherlands Ambiguousness and ever-changing educational policy Diversity in local implementation Quality implementation Evidence-based programs But also: Lack of and quality of research


Re-think and define:

What is the exact goal of ECE?

Who are the target-groups?

What are their specific problems?

How can these problems best be tackled?

What programs are needed?

What teacher competencies are essential?

Evaluate
