fair and inclusive education the contribution of early childhood services

Fair and inclusive education: the contribution of ECEC Trondheim, 4-5 June, 2007

For comments: [email protected] 1

Fair and inclusive educationFair and inclusive education

The contribution of early childhood servicesThe contribution of early childhood services

Trondheim, Norway, Trondheim, Norway,

4-5 June 20074-5 June 2007




Part I – ECEC contributes to inclusiveness and fairness in educationPart I – ECEC contributes to inclusiveness and fairness in education Research

Recognition of the comparative advantage of ECEC compared to schools

Part II – What have countries been doing ? Targeted approaches

Targeting within universal services

The growing conviction that early investment pays…

Part III – A more critical analysis of the state of ECEC…Part III – A more critical analysis of the state of ECEC…


A summary of this presentationA summary of this presentation



ECEC contributes to inclusiveness and fairness in education - researchECEC contributes to inclusiveness and fairness in education - research

See Annex D, Starting Strong II (pages 249–264) Analyses showing social, economic and labour market Analyses showing social, economic and labour market

returns from ECEC services:returns from ECEC services:o The Canadian cost-benefit analysis, 1998The Canadian cost-benefit analysis, 1998o The Zurich study, 2001The Zurich study, 2001o The British PriceWaterhouseCooper study, 2004The British PriceWaterhouseCooper study, 2004

Analyses showing educational returns from EC investmentAnalyses showing educational returns from EC investmento Andersson, Sweden 1992Andersson, Sweden 1992o French national survey 1992French national survey 1992o Longitudinal New Zealand study 1992Longitudinal New Zealand study 1992o Longitudinal British EPPE study 1997-2007Longitudinal British EPPE study 1997-2007



The EPPE Project (1997-2007)Over 3000 children studied, including a ‘home only’ control

groupData collected on parents, home environments and their pre-school

settings

Findings: Pre-school experience, compared to none,

enhances the development of all children Disadvantaged children benefited significantly Duration of attendance is important… Full time attendance led to no better gains for

children than part-time provision (American research finds differently)



New findings from the High/Scope Perry Pre-school Project, 2004New findings from the High/Scope Perry Pre-school Project, 2004(but note the type of programming: intensive work, small groups, an open (but note the type of programming: intensive work, small groups, an open

framework curriculum, qualified teachers, family involvement…)framework curriculum, qualified teachers, family involvement…)

Source: Schweinhart & Montie, 2004



Recognition of the comparative advantage of ECEC…

History of early childhood servicesThe traditional strengths of ECEC

A pedagogy of care, upbringing and educationA pedagogy of care, upbringing and education An emphasis on socialisation and learning to live An emphasis on socialisation and learning to live

together (see Norwegian and Swedish curricula).together (see Norwegian and Swedish curricula). Active, experiential learning following the interests of Active, experiential learning following the interests of

the childthe child An outreach to families… and the particular ageAn outreach to families… and the particular age

These values now (re-) entering mainstream education



Part IIPart II

What are countries doing in the ECEC field to promote What are countries doing in the ECEC field to promote equity in educationequity in education



What are countries doing?Almost all OECD countries now invest in

programmes for young children at-risk of educational failure.

Head Start in the USA – since 1965Head Start in the USA – since 1965 Sure Start in the UK, since 1999 Sure Start in the UK, since 1999 Universal service in France, but with earlier Universal service in France, but with earlier

enrolment in the ZEPs…enrolment in the ZEPs… In the Nordic countries, first call on early childhood In the Nordic countries, first call on early childhood

services for children with special needs or other services for children with special needs or other educational needseducational needs

In all countries, extra investment in services for children at-risk… and often, comprehensive services…-



The growing conviction that early investment pays, but children’s services The growing conviction that early investment pays, but children’s services are not so productive unless they are followed up…are not so productive unless they are followed up…

Heckman et al. (2005), Interpreting the evidence on life cycle skill formation

See also, Heckman, Edcuation Week, 19 March 2007



The main picture is that much development and learning can take place The main picture is that much development and learning can take place in well-run early childhood centre… in well-run early childhood centre…

The Pampers Climbing Club, Norway The Pampers Climbing Club, Norway (Thomas Moser) (Thomas Moser)



Part III

A more critical analysis of the state of ECEC…



Fundamental weaknesses in policies for young children at-risk

1. Despite the rhetoric, countries are not investing enough in early childhood services…

2. Even when services are provided, the conditions for ensuring quality for young children are not fulfilled

3. Large targeted programmes are often economically wasteful and pedagogically doubtful…

4. A whole society approach needs to be taken toward poverty. . There are no quick fixes – you cannot inoculate a child against education failure through two years in pre-primary…



Many countries invest relatively little in family & childhood services



In the area of funding early care and education services, the results from the OECD reviews are disappointing

% of GDP devoted to ECEC



Approaches are pedagogically doubtful

The qualifications and certification of staff are often low (Minimum benchmark: (Minimum benchmark: 75% of staff in a service will have a minimum 2-year 75% of staff in a service will have a minimum 2-year

upper secondary training or 1-year post-secondary training in early childhood upper secondary training or 1-year post-secondary training in early childhood studies)studies)

‘Zealous’ pedagogical models (See new IEA study of 10 countries - Fall 2006):

Language and cognitive progress is best achieved when: Children have access to many experiences and a wide variety of

equipment and materials Children's activities are predominantly free-choice rather than

imposed: play, educator accompanied projects… Children spend less time in whole group activities



And structurally deficient for at-risk children…And structurally deficient for at-risk children…(For information: the majority of US States now practise ratios of 10:1 or less

in public early education services )

CountryCountry 1-3 years1-3 years 3-6 years3-6 years

UK (England) 4 : 1 15 : 1

France 6.5 : 1 25.5 : 1

Germany 6 : 1 (Wide differences across Länder)

12.5 : 1

Norway 5 : 1 9 : 1

Sweden 4 : 1 5.6 : 1

Ireland 4.5 : 1 24.2 : 1 (37% of children 4-6 years in classes 25-30)



Action neededIncreased government funding

To set targets for at-risk neighbourhoods and at-risk groups while preserving social cohesion

Importance of training educators properly To know how to handle children with different learning abilities To know how to handle children with different learning abilities

(pedagogy both in the Nordic and the educational sense)(pedagogy both in the Nordic and the educational sense) To provide language and experiences to young childrenTo provide language and experiences to young children To avoid bias (multicultural curricula, teaching tolerance, anti-To avoid bias (multicultural curricula, teaching tolerance, anti-

racism…)racism…) To reach out to families and provide them with the means and To reach out to families and provide them with the means and

motivation to help their childrenmotivation to help their children

Capitalise on parental interest in children at this age…



A whole society approach is needed to meet the challenge of povertyA whole society approach is needed to meet the challenge of poverty

Upstream measures by governments: Preventive, anti-poverty measures can significantly reduce the numbers of children arriving at early childhood centres with additional learning needs



Where is poverty found?In most countries poverty (and low ECEC

enrolment, under-achievement in education, unemployment, poor child health…) is found especially among indigenous and immigrant groups

Need for proven diversity approaches re. EnrolmentEnrolment PedagogyPedagogy Second languageSecond language Outreach to parents and communitiesOutreach to parents and communities



Many thanks for your attention !

For more information: OECD, 2001, Starting Strong, Early Childhood Education and Care OECD, 2006, Starting Strong II: Early Childhood Education and Care

http://www.oecd.org/edu/ecec

TAKK!

fair and inclusive education the contribution of early childhood services

Documents