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Belfast 15 November 2012
Early childhood education and care Early childhood education and care for children in povertyfor children in poverty
Early Years Policy Round Table Early Years Policy Round Table
Belfast, 15 November 2012Belfast, 15 November 2012
John Bennett, M.Ed. [email protected]
Belfast 15 November 2012
Children in povertyChildren in poverty The EU, OECD, the US and Canada all use different yardsticks to measure poverty. In general, The EU, OECD, the US and Canada all use different yardsticks to measure poverty. In general,
poverty rates in the EU seem higher, as the EU poverty measure is the most stringent. poverty rates in the EU seem higher, as the EU poverty measure is the most stringent. In the In the EU definition, the term ‘children in poverty’ refers to children living in households “with an EU definition, the term ‘children in poverty’ refers to children living in households “with an equivalised disposable income below the risk-of-poverty threshold, which is set in the EU at equivalised disposable income below the risk-of-poverty threshold, which is set in the EU at 60% of the national median equivalised disposable income (after social transfers).” Eurostat 60% of the national median equivalised disposable income (after social transfers).” Eurostat (2012)… The US uses an 'absolute' poverty measure - the minimum amount needed to meet the (2012)… The US uses an 'absolute' poverty measure - the minimum amount needed to meet the subsistence needs of a household. subsistence needs of a household.
Severely materially deprived personsSeverely materially deprived persons have living conditions constrained by a lack of resources, have living conditions constrained by a lack of resources, and experience at least 4 out of the 9 following deprivation items, that is, they cannot afford 1) and experience at least 4 out of the 9 following deprivation items, that is, they cannot afford 1) to pay rent/mortgage or utility bills on time, 2) to keep their home warm, 3) to face unexpected to pay rent/mortgage or utility bills on time, 2) to keep their home warm, 3) to face unexpected expenses, 4) to eat meat, fish or a protein equivalent every second day, 5) a one week holiday expenses, 4) to eat meat, fish or a protein equivalent every second day, 5) a one week holiday away from home, 6) a car, 7) a washing machine, 8) a colour TV, or 9) a telephone (including away from home, 6) a car, 7) a washing machine, 8) a colour TV, or 9) a telephone (including mobile phone). mobile phone).
People living in households with very low work intensityPeople living in households with very low work intensity. . These are persons aged 0-59 who live These are persons aged 0-59 who live in households where on average the adults (aged 18-59, students excluded) worked less than in households where on average the adults (aged 18-59, students excluded) worked less than 20% of their total work potential during the past year20% of their total work potential during the past year
Beyond these technical definitions, it should be understood that poverty is not just a question Beyond these technical definitions, it should be understood that poverty is not just a question of low income but also implies a lack of sufficient cultural and social capital (Bourdieu, 1973)… of low income but also implies a lack of sufficient cultural and social capital (Bourdieu, 1973)… especially at family level. especially at family level.
Belfast 15 November 2012
Poverty in EuropePoverty in Europe
Source: Source: Eurostat (2012)Eurostat (2012)
Ireland (Barnardos, 2012) - Children at risk of poverty rose from 18.6% in 2009 to 19.5% in 2010Ireland (Barnardos, 2012) - Children at risk of poverty rose from 18.6% in 2009 to 19.5% in 2010 . . Severe poverty means that these children are living in households with incomes below 60% Severe poverty means that these children are living in households with incomes below 60%
of the national median income and experiencing deprivation based on the agreed eleven deprivation of the national median income and experiencing deprivation based on the agreed eleven deprivation indicators. This can mean going 24 hours without a substantial meal or being cold because parents are unable to afford to indicators. This can mean going 24 hours without a substantial meal or being cold because parents are unable to afford to heat the home (CSO EU SILC 2010).heat the home (CSO EU SILC 2010).
Children (0-17) Working age Elderly (65 years +)
EU27* 26.9 23.3 19.8
Belgium 23.2 20.0 21.0
Bulgaria 44.6 36.9 55.9
Denmark 15.1 19.5 18.4
Germany 21.7 20.8 14.8
Greece 28.7 27.7 26.7
France 23.0 20.0 12.0
Hungary 38.7 30.5 16.8
Netherlands 16.9 16.5 6.2
Poland 30.8 27.6 24.4
Romania 48.7 39.7 39.9
Slovenia 15.2 18.1 22.8
Finland 14.2 17.1 19.5
Sweden 14.5 15.0 15.9
United Kingd 29.7 21.2 22.3
Belfast 15 November 2012
A caveat about access tablesA caveat about access tables
Before looking at rates of access, Before looking at rates of access, a word of caution is necessary about reading access tables. a word of caution is necessary about reading access tables. Countries can appear impressive with a 90+ per cent enrolment rate at the age of 3 or 4 Countries can appear impressive with a 90+ per cent enrolment rate at the age of 3 or 4 years, but years, but access rates do not necessarily provide information on key questionsaccess rates do not necessarily provide information on key questions , e.g. , e.g.
Do the figures indicate enrolments or regular attendance? Do the figures indicate enrolments or regular attendance?
For how much time each day do children have access? For how much time each day do children have access?
Does the daily and yearly timing of the service allow important externalities to be achieved, Does the daily and yearly timing of the service allow important externalities to be achieved, such as, gender equality, access of parents to work, time for disadvantadged children to such as, gender equality, access of parents to work, time for disadvantadged children to catch up? catch up?
Is there an entitlement to services and is it aligned with parental leave policies? Is there an entitlement to services and is it aligned with parental leave policies?
What is the quality of the service provided in terms of , the persons educating the children, What is the quality of the service provided in terms of , the persons educating the children, the financing per child, the buildings and space (including outdoor space) allocated to the financing per child, the buildings and space (including outdoor space) allocated to young children; the pedagogical materials provided and the child:staff ratios? young children; the pedagogical materials provided and the child:staff ratios?
Who are the children not having access to services?Who are the children not having access to services?
Belfast 15 November 2012
Access rates of children under 3 years Access rates of children under 3 years to early childhood servicesto early childhood services
SourceSource: OECD Family Data Base, 2012 (year of reference: 2009): OECD Family Data Base, 2012 (year of reference: 2009)
Belfast 15 November 2012
Access rates at 4 yearsAccess rates at 4 years
0
10
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90
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Chart C2.1 Enrolment rates at age 4 in early childhood and primary education (2005 and 2010)
2010 2005
1. Year of reference 2009.Countries are ranked in descending order of the enrolment rates of 4 year-olds in 2010.Source: OECD. Argentina and Indonesia: UNESCO Institute for Statistics (World Education Indicators Programme). Table C2.1. See Annex 3 for notes (www.oecd.org/edu/eag2012).
Full-time and part-time pupils in public and private institutions
%
Belfast 15 November 2012
What are the enrolment rates of children in poverty?What are the enrolment rates of children in poverty? Across Europe, we do not have exact figures or percentagesAcross Europe, we do not have exact figures or percentages. . We do know that: We do know that:
In European countries, work status, income and parental education levels are In European countries, work status, income and parental education levels are significantly correlated with take-up of childcare. significantly correlated with take-up of childcare. All the evidence points in the same All the evidence points in the same direction: the more disadvantaged the child, the less likely he or she was and is to direction: the more disadvantaged the child, the less likely he or she was and is to attend ECEC, with (in some countries) the exception of children from lone-parent attend ECEC, with (in some countries) the exception of children from lone-parent families… Children with mothers with a degree-level qualification were three times as families… Children with mothers with a degree-level qualification were three times as likely to attend services as children with mothers who have an education level below likely to attend services as children with mothers who have an education level below lower secondary completion (Bennett and Moss, 2010) lower secondary completion (Bennett and Moss, 2010)
There is no statistical significant relationship between ethnicity and receipt of There is no statistical significant relationship between ethnicity and receipt of either formal and informal childcare, when data is controlled for differences in either formal and informal childcare, when data is controlled for differences in the socio-demographic profile (differences in work status, income, family size…) the socio-demographic profile (differences in work status, income, family size…) of families from different ethnic backgrounds. of families from different ethnic backgrounds.
In sum, we return to the In sum, we return to the basic position of Zigler (2003), Pisa (2004), Ladd (2011), basic position of Zigler (2003), Pisa (2004), Ladd (2011), and other analysts: and other analysts: severe family poverty, low parental education, unequal severe family poverty, low parental education, unequal structures and exclusionary attitudes toward poor or ethnic groups remain the structures and exclusionary attitudes toward poor or ethnic groups remain the greatest barriers to education achievement. greatest barriers to education achievement.
Belfast 15 November 2012
Why is family poverty so damaging?Why is family poverty so damaging? Health and developmental risksHealth and developmental risks
The pre-natal and infancy period: Poor nutrition and the exposure of expectant mothers to stress or toxins during pregnancy lead in too many instances to low birth weight, stunting, chronic ill-health, and childhood disabilities. Through the process of biological embedding, negative experiences are programmed during infancy into the functioning of developing biological and behavioural systems. Once early childhood has passed, these systems are very difficult to modify, including significant delays in IQ and cognitive functioning. The impact of family poverty is particularly strong on infants and young children
The early childhood period: Severe poverty affects child development very negatively. In Western countries, the young child born into severe poverty often suffers from: lack of basic material necessities, including food; family dysfunction; limited social support; exposure to damaging substances either self inflicted by parents (smoking, alcohol, drug and medicine abuse) or imposed by unhealthy living conditions (see Wilkinson & Pickett, 2009; the Marmot Review…)
Risks for educationRisks for education The British researchers (Nicilotti & Rabe, 2010: ISER Working Paper 2010, No. 26)
apportion the relative influence of family and neighbourhood on educational attainment as follows: 10-15% to neighbourhood; around 45% to family influence.
Severe poverty is frequently linked to low parental education levels, leading to language and cultural poverty in the home.
The Marmot Review (2010), The Marmot Review (2010), Fair Society, Healthy Lives, Fair Society, Healthy Lives, LondonLondon
Belfast 15 November 2012
Vocabulary Growth – First 3 YearsVocabulary Growth – First 3 Years
Affluent families
Middle-class families
Poorer families
1200
600
012 16 20 24 26 32 36
Vocabulary
Age- MonthsSource: B.Hart & T. Risley. Meaningful Differences in Everyday Experiences of Young American Children, 1995
Belfast 15 November 2012
What can be done during infancy?What can be done during infancy?
Source: Source: Adapted by UNICEF from the ECD Systems Working Group, Minnesota, 2007Adapted by UNICEF from the ECD Systems Working Group, Minnesota, 2007
Early Learning
Maternal-infant health, nutrition See Lancet 2005, 2007
Family and community support
Special Needs Intervention
Early learning opportunities in nurturing environments where children develop holistically –
physically, socially, and cognitively.
Economic and parenting supports to ensure children have nurturing and stable relationships with caring adults. Community development and earning opportunities for women.
Early screening, assessment and appropriate services for children with special health care needs, disabilities, or developmental delays
Comprehensive health services that meet children’s vision, hearing, nutrition, mental health as well as medical health needs. Parenting education
Belfast 15 November 2012
What can be done at pre-school level? – some European solutionsWhat can be done at pre-school level? – some European solutions
Maintain universal services in which explicit but non-stigmatising targeting is practisedMaintain universal services in which explicit but non-stigmatising targeting is practised Education research shows that the socialization and language development of children Education research shows that the socialization and language development of children coming from families with little formal education improves far more rapidly when they are coming from families with little formal education improves far more rapidly when they are mixed with middle-class children. (Harlen & Malcolm, 1999). Challenges…mixed with middle-class children. (Harlen & Malcolm, 1999). Challenges…
A universal curriculum but with more financing for centres catering for children in A universal curriculum but with more financing for centres catering for children in povertypoverty… … better child:staff ratios, materials, attention to experiences and languagebetter child:staff ratios, materials, attention to experiences and language
A curriculum appropriate for young children aiming for holistic development, A curriculum appropriate for young children aiming for holistic development, children’s participation, and learning children’s participation, and learning … … positive place-based, project work in mixed-age positive place-based, project work in mixed-age groups…groups…
Comprehensive services: Comprehensive services: health screening, nutrition, links with social services…health screening, nutrition, links with social services…
Well-qualified, diversity-trained, experienced teachers… Well-qualified, diversity-trained, experienced teachers… “observing and recording “observing and recording children’s developmental stage in different domains so that they can respond children’s developmental stage in different domains so that they can respond appropriatelyappropriately”, who audit, reflect on, document and research their practice in teams… reflect on, document and research their practice in teams… but avoiding the excesses of the current quality and teacher evaluation discoursesbut avoiding the excesses of the current quality and teacher evaluation discourses ..
Trained to work with parents and neighbourhoodsTrained to work with parents and neighbourhoods… bridging personnel, specific … bridging personnel, specific teacher training…teacher training…
Belfast 15 November 2012
Child:staff ratios in early educationChild:staff ratios in early education
Source, Source, OECD EAG, 2012OECD EAG, 2012 Note: The figure of 14-15 children per teacher in the United States is for the ‘kindergarten’ class, 5-6 Note: The figure of 14-15 children per teacher in the United States is for the ‘kindergarten’ class, 5-6
years. For children of 3 and 4 years in state-funded preschools, 45 of 51 States kept the child:staff ratio years. For children of 3 and 4 years in state-funded preschools, 45 of 51 States kept the child:staff ratio at or below 10:1 per teacher in 2011 (NIEER, 2012 at or below 10:1 per teacher in 2011 (NIEER, 2012 The State of Preschool, 2011).The State of Preschool, 2011).
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Chart C2.3 Ratio of pupils to teaching staff in early childhood education (2010)
Countries are ranked in descending order of students to teaching staff ratios in early childhood education.
Source: OECD. China and Indonesia: UNESCO Institute for Statistics (World Education Indicators programme). Table C2.2. See Annex 3 for notes (www.oecd.org/edu/eag2012).
Student to teaching staff ratio
Public and private institutions
Belfast 15 November 2012
The role of early educationThe role of early education
The early childhood period is a moment when basic personality traits, The early childhood period is a moment when basic personality traits, values and attitudes are laid downvalues and attitudes are laid down
The early childhood curriculum and teachers need to address present The early childhood curriculum and teachers need to address present and future themes that can prepare children for school and life:and future themes that can prepare children for school and life: To have a more adequate notion of readiness for school: “a more balanced
programme that focuses directly on socio-emotional development, language, movement and conceptual development”.
To live together with respect and appreciation for diversity To encourage fairness and empathy, so that social justice will survive To encourage child initiative (the agency of the child), social action and to express
oneself with courage so that our democracies can survive To discourage violence and criticism of others so that useless tensions, racism
and wars do not return again to Europe… the significant role of N.I. To make progress in our curricula toward an agreed values framework, e.g. the To make progress in our curricula toward an agreed values framework, e.g. the
UN Convention on the Rights of the Child, that enables UN Convention on the Rights of the Child, that enables learning to live togetherlearning to live together… …
Belfast 15 November 2012
An example: the Swedish Curriculum for PreschoolAn example: the Swedish Curriculum for Preschool
Democracy forms the foundation of the pre-school. For this reason all pre-
school activity should be carried out in accordance with fundamental
democratic values… An important task of the pre-school is to establish and help
children acquire the values on which our society is based. The inviolability of
human life, individual freedom and integrity, the equal value of all people,
equality between the genders as well as solidarity with the weak and
vulnerable are all values that the preschool shall actively promote in its work
with children.
The preschool should take into account and develop children’s ability to take
responsibility and manage their social life in society so that solidarity and
tolerance are established at an early stage. The pre-school should encourage
and strengthen the child’s compassion and empathy for others. All activities
should be characterised by care for the individual and aim at developing a
sense of empathy and consideration for others, as well as openness and respect
for the differences in the way people think and live. [email protected] 14
