star of the sea primary school all day 4 day 4 year-old kindergarten option
TRANSCRIPT
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Star of the SeaPrimary School
All day
4 day
4 Year-Old Kindergarten Option
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Why?
Brain ResearchExperienceEconomic factorsOpportunityAEDIMandate
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Why Not?
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How?
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Who?
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Frequently Asked Questions?
Is it compulsory?What if I cannot afford it?Will my child be disadvantaged by not attending?Will my child be advantaged by attending?If my child does not attend will we need to pay for the fourth day?Will there be any local research done on the benefits or otherwise of the fourth day?Will children develop an aversion or resistance to going to school if they are going four days?What will the children do on the 4th day.The future?
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Research linksYouTube
• Full Day Kindergarten• Charles Pascal• Jim Grieve• Alana Mitchell• Fraser Mustard• AEDI
Google Fraser Mustard – “Early Childhood Development and Experience based
brain development…: Nov 2006
James HeckmanTrevor Parry
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03-080
Health Learning Behaviour
Experience-Based Brain development in the early years of life sets neurological and biological pathways that affect throughout life:
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Research behind decisions made in other places
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03-013
The Hostage Brain , Bruce S. McEwen and Harold M. Schmeck, Jr., 1994.
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SIGNAL-SENDING NEURON
RECIPIENT NEURON
Synapse
Dendrite
Axon
Two Neurons04-039
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SENSING PATHWAYS
04-042
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Neal Halfon
04-212
SoundVisionSmell
TouchProprioceptionTaste
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Brain Pathways
“Higher levels of brain circuits depend on precise, reliable information from lower levels in order to accomplish their function.
Sensitive periods for development of lower level circuits ends early in life.
High level circuits remain plastic for a longer period.”
Knudsen 2004
07-123
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03-012
Synaptic Density
Rethinking the Brain, Families and Work Institute, Rima Shore, 1997.
At Birth 6 Years Old 14 Years Old
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0 1 4 8 12 16
AGE
Human Brain Development – Language and Cognition
SensingPathways
(vision, hearing)
LanguageHigherCognitive Function
3 6 9-3-6
Months Years
C. Nelson, in From Neurons to Neighborhoods, 2000.
Con
cep t
i on
01-003
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Early Child Development and Language
Starts early – first 7 months
Sets capability for mastering multiple languages
Sets literacy and language trajectories
04-200
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02-001
0
600
1200
12 16 20 24 28 32 36
High SES
Middle SES
Low SES
Age - Months
Vocabulary Growth – First 3 Years
B. Hart & T. Risley, Meaningful Differences in Everyday Experiences of Young American Children, 1995
Vocabulary
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08-022 Levels of Literacy:A Reflection of ECD
Level 1:Level 2:
Level 3:
Level 4:
indicates persons with very poor skills.people can deal with material thatis simple.
is considered a suitable minimum forcoping with the demands of everyday life.
people who demonstrate command ofhigher-order processing skills.
Level 5: competence in sophisticated reading tasks, managing information and critical thinking skills.
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Socioeconomic Gradients for Adult Document Literacy Scores
OECD, 2000
06-114
Mean Scores
Parents’ Education (years)
3 95 7 151311 19170
270
230
190
350
310
U.S.
Canada
Australia
Sweden
Finland
Intern’l Mean
Chile
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Allostasis & Allostatic Load (Stress)
07-105
Limbic HPA Pathway
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Limbic HPA Pathway - Stress
Cortisol – Over Production
Behaviour, depression, diabetes, malnutrition, cardiovascular disease, memory, immune system, drug and alcohol addiction
Cortisol – Under Production
Chronic fatigue syndrome, fibromyalgia, immune system (autoimmune disorders) rheumatoid arthritis, allergies, asthma
05-212
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SensoryStimulus
PIT
Cortisol CortisolCRF
ACTH
Amygdala Hippocampus
AdrenalCortex
HypothalamusPVN
+ + - -
LeDoux, Synaptic Self
03-002
Thalamus Cortex
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Stress Pathway and Sensory Stimuli
Touch in the Early Period is Critical
Rats – Mothers licking pups (High versus Low Grooming)
Monkeys – Peer vs mother rearing
Humans - Attachment
05-213
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Individual differences in stress reactivity of the adult are determined by maternal behaviour during infancy
HIGH Licking & Grooming
LOW Licking& Grooming
Development of Stress Reactivity
Modest StressReactivity
Reduced Risk for Disease
Increased StressReactivity
Increased Risk for Heart Disease, Type II Diabetes, Alcoholism, Affective Disorders, Brain Aging, etc.
M. Szyf
05-056
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Epigenetics
The process by which normal gene expression is altered by experience.
Genotype vs Phenotype
08-014
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Hippocampal GR(17) Region 16(5’ NGFI-A RE) Methylation Timeline
0
0.4
0.8
1.2
Mea
n C
-Met
hyl
atio
n
EmbryoDay 20
BirthDay 1
PupDay 6
AdultDay 90
WeaningDay 21
LickingLow
LickingHigh
Age M. Szyf
05-059
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03-089
Serotonin Transporter GeneExperience in Early Life - Depression
Age 26
No Abuse Moderate Abuse Severe Abuse
.30
.50
.70
A. Caspi, Science, 18 July 2003, Vol 301.
Depression Risk
LL
SS
SL
S = Short Allele L = Long Allele
Early Childhood
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Early Experience and Brain Architecture and Function
Affects gene expression and neural pathways
Shapes emotion, regulates temperament and social development
Shapes perceptual and cognitive ability
Shapes physical and mental health and behaviour in adult life
Shapes physical activity (e.g. skiing, swimming, etc.)
Shapes language and literacy capability
07-001
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EVIDENCE
ABOUT
ECD
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Romanian Adoption ProjectScores at 10.5 Years
CB EA RO
IQ 108 99 85
Language Score 106 99 88
Behaviour 13% 9% 43%
CB - Canadian Born – middle class familiesEA - Early Adopted – middle class familiesRO - Romanian Orphanage – middle class families L. Le Mare
05-115
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Healthy Brain Unhealthy Brain
Front
Back
Most Active Least Active
Normal Child Romanian Orphan
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Romania – BEIP Project
The cognitive outcome of children who remained in the orphanages was markedly below that of non orphanage children and children taken out of the orphanage and placed in foster care.
Nelson et al. 2007. Science, v. 318
08-010
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1958 British Birth CohortAge 45
Cortisol pathway response correlates with ECD.
Children with poor math skills at 7-16 years have dysfunctional cortisol secretion patterns at age 45.
06-003
Power and Hertzman
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High Scope – Age 40Age 3 Early Child Development Program
Program No Program % %
Arrested 5+ times 36 53
Graduated High School 63 45
Earnings > $20K at age 40 60 40
Schweinhart, 2005
05-231
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EARLY CHILD DEVELOPMENT AND
PARENTING CENTRES
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Success by TenEarly Child Development
Intervene early
Intervene often
Intervene effectively
06-001
Ludwig and Sawhill, Brookings Institution
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07-055
What Provides the Best Results?
Centre Based Programs that:
Start EarlyInvolve ParentsHome VisitingQualified Staff in Neuroscience and Development
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99-004
0 1 2 3 4 5 6
parent-oriented
child-oriented
Source of Brain Stimulation
age
Components of Early Childhood Development and Parenting Centres:
ECD & care (parental and non-parental) arrangements
Play-based learningResourcesPrenatal & postnatal supports
Nutrition programs
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Early Child Developmentand Parenting Centres
Offer from conception to school entry
Provide support for parents
Learn parenting by doing
Provide non-parental care
Link to and integrate with primary schools
Detect development problems early
05-029
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07-062
StaffSix Key Areas of Work
1. Quality of Adult Child Verbal Interaction2. Touch & Adult Holding3. Knowledge of Experience-Based Brain
Development4. Understanding that Appropriate Play is
Problem-Based Learning5. Helping Children’s Emotional Development6. Helping Parents Learn Parenting in the
Centre
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OUTCOMEMEASURES
03-116
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03-085
Early Development Instrument (EDI)
Physical health and well-being
Communication skills and general knowledge
Social knowledge and competence
Emotional health/maturity
Language and cognitive development
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Australia – AEDIChildren 5-6 yrs.
07-027
% Vulnerable
SES - Income Q1 Q4 Q3 Q2 Q6 Q5
10
30
20
40
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Vancouver EDINumeracy
# of % Failing % Not Passing Vulnerabilities Grade 4 Grade 4
0 7.5 12.31 11.8 22.22-3 18.7 33.84-5 27.5 55.6
Hertzman, HELP, 2006
06-148
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Suburb AEDI and School Performance
Suburb AEDI Tests Year 3 Students % Children Reading Writing Numeracy Vulnerable % below benchmark on One AEDI Test
Port Augusta 43.1 27 43 33 *
16 32 23 **
Alberton 10.5 13.1 11.7 10 *
11.6 10.2 8 **
07-161
* includes exempted
** excludes exempted
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Decrease in the % of vulnerable children as a result of improved ECD in Western Australia
Year 2003 2006
Floreat 47.22% 14.3%
Wembley 47.11% 11.8%
AEDI
07-204
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AEDI
Regional data
Percent at risk or vulnerable
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Vulnerable on 1 or more domains = 20%
Vulnerable on 2 or more = 7%
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SOCIOECONOMIC CONSIDERATIONS
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Heckman - Education
Schools contribute little to test score gaps among children.
Later schooling has little effect in reducing the gaps that appear early.
Criminal rehabilitation and adult literacy programs have limited effect.
06-078
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02-056
Policies to Foster Human Capital
"We cannot afford to postpone investing in children until they become adults nor can we wait until they reach school - a time when it may be too late to intervene."
Heckman, J., 2001(Nobel Prize Economics, 2000)
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Rates of Return to Human Development Investment Across all Ages
Pre-school Programs
School
Job Training
ReturnPer
$Invested
R
2
4
6
8
0 6 18Age
Pre-School School Post School
03-074
Carneiro, Heckman, Human Capital Policy, 2003
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Council for Early Child Development
Objective:
To establish ECD and Parenting Centres linked to the school system, supported by all sectors of society, including business and government, that is universally available to all families with young children.
04-046
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07-098
Council for Early Child Development
“From Early Child Development to Human Development: Capacity of our Future population depends on what we do now to support Early Child Development.” .
07-101
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Council for Early Child Development
Chair – Dr. Robin Williams
Vice Chair – Dr. Frieda Granot
Vice Chair – Jim Grieve
President – Dr. Clyde Hertzman
C.O.O. – John Doherty
401 Richmond St. W., Suite 277Toronto, ON, M5V [email protected]
For more information:http://www.councilecd.ca
04-045
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Phasing in 1 Additional Day in Kindergarten
2013 Term 4 - 1 x day voluntary, user pays.
2014 Term 3 & 4 - 1 x day voluntary, user pays.
2015 Term 3 & 4 - 1 x day voluntary, user pays.
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Fees
Fee in 2013 for Term 4, 1 additional day attendance = $40-$50 Payable up front in full prior to term 3 finish. Attendance voluntary.
The health card discount is already passed on to qualifying families so cannot be used again. The fee for the additional day will be invoiced with two payment options:Option 1 - 100% up front payment. Option 2 – two installments of 50% each.
Any outstanding amount at the end of the year will be rolled over to the following year. Those who are carrying forward an outstanding balance will be required to enter the Direct Debit payment option.
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Fee in 2014 - $40 -$60 depending on numbers. Expressions of Interest sought in Term 1. Commitment by end of Term 1. Fees distributed across Term 2 and 3 accounts. No refund for withdrawal. Attendance voluntary.
The health card discount is already passed on to qualifying families so cannot be used again. The fee for the additional day will be invoiced with two payment options:
Option 1 - 100% up front payment. Option 2 – two installments of 50% each.Outstanding amount at the end of the year rolled over to following year. Those carrying forward an outstanding balance required to enter Direct Debit payment option.
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Fee in 2015 - $40 -$60 depending on numbers. Expressions of Interest sought in Term 1. Commitment by end of Term 1. Fees distributed across Term 2 and 3 accounts. No refund for withdrawal. Attendance voluntary.No Health card discount
Fee for the additional day will be invoiced with 2 payment options:Option 1 - 100% up front payment. Option 2 – two installments of 50% each. Outstanding amount at end of year rolled over to following year. Those carrying forward outstanding balance required to enter the Direct Debit payment option.
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Per Day Costs based on 19 students
1 x Teacher Salary
1 x Teacher Assistant Salary
Oncosts Consumables & Classroom expenses
TOTAL COSTS - $38,000 per year
Divided by 19 Students - $2,000 pa
Divided by 40 weeks - $50 per week
Per Day Costs based on 20 students
1 x Teacher Salary
2 x Teacher Assistant Salaries
Oncosts Consumables & Classroom expenses
TOTAL COSTS - $48,000 per year
Divided by 20 Students - $2,400 pa
Divided by 40 weeks - $60 per week
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Per Day Costs based on 25 students
1 x Teacher Salary
2 x Teacher Assistant Salaries
Oncosts Consumables & Classroom expenses
TOTAL COSTS - $48,000 per year
Divided by 25 Students - $1,920 per year
Divided by 40 weeks - $48 per week
Per Day Costs based on 30 students
1 x Teacher Salary
2 x Teacher Assistant Salaries
Oncosts Consumables & Classroom expenses
TOTAL COSTS - $48,000 per year
Divided by 30 Students - $1,600 per year
Divided by 40 weeks - $40 per week