key change workshop family engagement to support early learning early years collaborative: learning...
TRANSCRIPT
KEY CHANGE WORKSHOPFAMILY ENGAGEMENT
TO SUPPORT EARLY LEARNING
Early Years Collaborative: Learning Session 4
WORKSHOP OBJECTIVES• Build a common understanding of the operational definition
of this key change area.• Present emerging learning in this key change area, including
both evidence base and new learning that will advance our knowledge in this area.
• Introduce concept and opportunity of a “Pioneer Site”• Discuss current or potential work within your CPP in this
area and generate themes across CPPs.• Brainstorm change ideas to bring for discussion with your
CPP colleagues during the end of day CPP Planning Session.• Have fun!
SOME IMPORTANT NOTES• All feedback will be gathered after the session
by the Early Years Collaborative team and made available on the Extranet. • Our discussions today are about learning, not
about performance, so sharing your challenges and failures can be just as important as sharing your wins and successes.
MEETING NORMS REFRESH• Suspend judgment as best you can.• Respect one another.• Seek to understand rather than persuade.• Invite and honour diverse opinions.• Speak what has personal heart and meaning.• Go for honesty without going on and on and
on.
OPERATIONAL DEFINITION
Family Engagement to Support Early Learning
Aim: Reduce the equality gap
in child development
WHY?Children's values and behaviours are deeply rooted in their relationships with their parents
Poor relationships with primary care-givers can lead to insecure infant attachment and a range of problems in later life. Can also lead to high-risk health behaviours
Gaps in cognitive ability amongst children from different social backgrounds at age 3 were found to persist at age 5
Doing lots of home learning activities like talking, sharing stories, singing and drawing with children can help mitigate effects of socio-economic disadvantage
Level of parent and child activities has positive impacts on child development
REVIEW OF EMERGENT LEARNING IN THIS AREA
What works:
Impact of parenting on
children’s outcomes?
Parents who feel supported by their family, friends and the local community are more likely to be open to seeking help and advice when required, to do frequent home learning activities with their children and to experience better mental health
Children’s outcomes are most positive when their parents/carers use a positive parenting style: boundaries are set and routines are in place
Targeted parenting programmes that address particular children’s behavioural or developmental needs are also shown to be effective
REVIEW OF EMERGENT LEARNING IN THIS AREA
OPERATIONAL DEFINITION
Pre-school Uptake
Children eligible for pre-school hours are identified
and receive 95% of their allocation
Aim:Reduce the equality gap
Improve number of children achieving their
developmental milestones
High quality early learning & childcare can help to reduce
disadvantage due to social and
environmental factors
It can raise early language, early literacy
and numeracy skills
WHY?
REVIEW OF EMERGENT LEARNING IN THIS AREA
What works in early childhood education
and childcare?
REVIEW OF EMERGENT LEARNING IN THIS AREA
High quality provision has a degree qualified manger, and a good proportion of practitioners with higher level qualifications on staff
Having staff with relevant early years based higher level qualifications, can have a positive effect on practice
Provisions where staff view educational and social development as complementary and equal in importance have better child outcomes
REVIEW OF EMERGENT LEARNING IN THIS AREA
Full day programmes appear to be effective for children who are particularly disadvantaged who gain cognitively from more intensive preschool but don’t seem to show strongly negative behavioural consequences associated with additional hours
Half day programmes may be sufficient for children of higher socioeconomic status or income, with whom more than 30 hours shows a tapering off of cognitive benefits and intensification of negative socio-emotional effects
REFERENCES Growing up in Scotland (2011): Changes in child cognitive ability in the
pre-school years http://www.scotland.gov.uk/Publications/2011/05/31085122/0
Growing Up In Scotland (2010): Maternal mental health and its impact on child behaviour and development
http://www.scotland.gov.uk/Publications/2010/04/26102536/0
NHS Health Scotland (2013) Evidence Summary: Interventions to support parents, their infants and children in the early years (pregnancy to 5 years) www.healthscotland.com/documents/6089.aspx
“Making the Difference - the impact of staff qualifications on children’s learning in early years” (Education Scotland, 2012)
http://www.educationscotland.gov.uk/Images/Making%20the%20Difference_tcm4-735922.pdf
BECOMING A “PIONEER SITE” IN THIS AREA• A Pioneer Site is an area (specific geographical
location, nursery, clinic, school, community centre etc.) that has:1. The local will and interest to work on this important issue with
their community.2. Leadership support to be the CPP’s Pioneer Site for this issue. 3. Adequate resourcing to do the work required for testing in this
area.4. Some existing work in this area.5. Willingness to share their data and learning with the
Collaborative, warts and all!
CURRENT WORK IN THIS TOPIC AREA • STEP ONE: With your table, reflect on what
you are doing within your CPP, or could do in this area:–Who are individuals and/or teams currently
working on in this area? What are they doing? Be as specific as possible.– Be sure to generate as many ideas as you
can and write each idea on a post-it note.
CURRENT WORK IN THIS TOPIC AREA
• STEP TWO: Reflect on your ideas and identify emerging themes from your table.–Write the 3-5 largest themes on post-it
notes and bring to the front of the room.– Facilitators will review all table themes to
find the top 5 themes from the room.
REPORT OUT
• What surprised you in your discussions?• Are there any immediate ideas you want
to take back to your home team given what you discussed?
THEMES FROM THE ROOM• PLEASE INSERT HERE (DURING SESSION): – Top 5 emerging themes based upon facilitator themes from
tables.
THEMES FROM THE ROOM
• With your table, review top 5 themes from the room on wall posters:– Discuss with your table where your specific
idea post-it notes might be placed within each of the 5 themes.– Designate 1-2 people to place specific post-
its on poster paper.
FINAL REFLECTIONS
•What are 5 change ideas you could work with in your community you can bring to your CPP planning meeting?
PARTING THOUGHTS
• We need Pioneer Sites!• Remember, a Pioneer Site has the will and
interest, the leadership support, some existing work in this area, resources (people) to adequately do the work, and a willingness to share their data and progress.
Do you think your CPP could be a Pioneer Site? Express interest with one of your facilitators and the EYC team will follow up to explore
this opportunity with you.
THANKS FOR A GREAT SESSION!