Star of the SeaPrimary School

All day

4 day

4 Year-Old Kindergarten Option

Why?

Brain ResearchExperienceEconomic factorsOpportunityAEDIMandate

Why Not?

How?

Who?

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?

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

03-080

Health Learning Behaviour

Experience-Based Brain development in the early years of life sets neurological and biological pathways that affect throughout life:

Research behind decisions made in other places

03-013

The Hostage Brain , Bruce S. McEwen and Harold M. Schmeck, Jr., 1994.

SIGNAL-SENDING NEURON

RECIPIENT NEURON

Synapse

Dendrite

Axon

Two Neurons04-039

SENSING PATHWAYS

04-042

Neal Halfon

04-212

SoundVisionSmell

TouchProprioceptionTaste

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

03-012

Synaptic Density

Rethinking the Brain, Families and Work Institute, Rima Shore, 1997.

At Birth 6 Years Old 14 Years Old

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

Early Child Development and Language

Starts early – first 7 months

Sets capability for mastering multiple languages

Sets literacy and language trajectories

04-200

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

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.

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

Allostasis & Allostatic Load (Stress)

07-105

Limbic HPA Pathway

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

SensoryStimulus

PIT

Cortisol CortisolCRF

ACTH

Amygdala Hippocampus

AdrenalCortex

HypothalamusPVN

+ + - -

LeDoux, Synaptic Self

03-002

Thalamus Cortex

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

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

Epigenetics

The process by which normal gene expression is altered by experience.

Genotype vs Phenotype

08-014

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

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

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

EVIDENCE

ABOUT

ECD

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

Healthy Brain Unhealthy Brain

Front

Back

Most Active Least Active

Normal Child Romanian Orphan

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

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

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

EARLY CHILD DEVELOPMENT AND

PARENTING CENTRES

Success by TenEarly Child Development

Intervene early

Intervene often

Intervene effectively

06-001

Ludwig and Sawhill, Brookings Institution

07-055

What Provides the Best Results?

Centre Based Programs that:

Start EarlyInvolve ParentsHome VisitingQualified Staff in Neuroscience and Development

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

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

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

OUTCOMEMEASURES

03-116

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

Australia – AEDIChildren 5-6 yrs.

07-027

% Vulnerable

SES - Income Q1 Q4 Q3 Q2 Q6 Q5

10

30

20

40

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

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

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

AEDI

Regional data

Percent at risk or vulnerable

Vulnerable on 1 or more domains = 20%

Vulnerable on 2 or more = 7%

SOCIOECONOMIC CONSIDERATIONS

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

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)

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

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

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

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 3A8cecd_general@councilecd.ca

For more information:http://www.councilecd.ca

04-045

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.

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.

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.

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.

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

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