investing in children

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Inv£sting in Children

http://vimeo.com/110338487

Watch a video of this presentation at:

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A Summary of economic arguments in favour of

investing in childrenThe content of this presentation is (mostly) based upon: James Heckman, 2006, Skill formation and the economics of investing in disadvantaged children,

in Science, vol. 312.

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Heckman: Four core concepts

1. Brain architecture and skill development is a result of interaction between genetics and the environment.

2. The skills required for economic success are built upon sound foundations of laid earlier in life.

3. The developing child’s cognitive, linguistic , social, and emotional competencies are interdependent and shaped by experience.

4. Human adaptability and brain plasticity occurs at predictable and sensitive times in the lifespan.

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“Virtually every aspect of human development, from the brain’s evolving circuitry to the child’s capacity for empathy, is affected by the

environments and experiences that are encountered in a

cumulative fashion, beginning in the prenatal period and extending throughout the early childhood years”.

(Shonkoff & Phillips, 2000)

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Early family environments that do not stimulate

cognitive and non-cognitive skills place

children at a disadvantage which is more than just a lack of financial resources. (Heckman et al, 2003)

Levitt, 2009

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Extreme non-stimulation: Neglect

Perry, Maltreatment and the Developing Child, 2004

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Cultures of Disadvantage: Influence of mother’s education on offspring’s test scores

Heckman et al, 2006

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However, intervention programmes

(i.e. Head Start and Sure Start) are often

evaluated using cognitive (school based) test scores.

Often considered as failing to raise (cognitive) IQ scores.

Cognitive skills are important, but non-cognitive skills such as motivation, perseverance and tenacity are also important for success in life. (Heckman, 2006)

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Families and not schools are the major sources of inequality in student performance. (Heckman interpreting the Coleman Report, 1966)

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Conclusions…

By Year 3 gaps in test scores across socioeconomic groups are stable by age. Suggesting that later schooling or variations in schooling quality have little effect in reducing or widening the gaps that appear before students enter school.

Investing in disadvantaged young children is a public policy initiative that promotes fairness and social justice while also promoting later productivity in the labour market.

Early interventions targeted towards disadvantaged children have much higher returns than later interventions and remedial investments.