Early Learning and Development

Standards

ZanzibarOctober, 2009

Sharon Lynn Kagan, Ed.D.Teachers College, Columbia University

Presentation Overview

Part I: Today’s Reality

Part II: Why ELDS Now?

Part III: What are ELDS?

Part IV: What is different about ELDS?

Part V: How do we develop ELDS?

Part I:Today’s Reality

New Facts: The Growing Importance of Early Childhood

• Throughout the world, interest in young children is soaring– Countries are developing new policies for young

children– Countries are interested not only in young

children’s health and survival, but in their optimal development

– Nations recognize the importance of the early years to children, their families, and society

New Facts: The Growing Importance of Early Childhood

“The evidence is mounting: increased global investment in children under 8 years of age today builds a better educated, prosperous,

and peaceful citizenry tomorrow.”

− Save the Children

What is the EVIDENCE?

• The value of high-quality early development is supported by three types of new research and new understandings about child development:– Neuroscientific or brain development research– Cost-benefit studies or econometric research– Effectiveness studies or social science research

What is the EVIDENCE

• From brain research:– Children are born ready to learn because our brains

are “wired” to enable us to learn– Children can’t help but learn; the questions are not

if they learn, but what and how they learn.– We have learned that young children’s intellectual

capacities must be nourished or they will be lost—the “Use It or Lose It” theory of brain development

What is the EVIDENCE?

• From econometrics research:– Earliest investments reap the largest dividends

“On a purely economic basis, it makes a lot of sense to invest in the young . . . Early learning begets later learning and early success breeds later success.”

−James J. Heckman, Ph.D.

Nobel Prize Laureate Economist

What is the EVIDENCE?

• From social science research:– High-quality early childhood programs lay the

foundation for success in schooling and positively impact development more generally

• The Perry Preschool Study

• Abecedarian Study

• Chicago Study

• Lancet Paper

• WHO Report: Great Equalizer

New Understandings

• Children’s well-being is no longer a matter of child health and survival; rather, the focus has been significantly broadened to include the overall well-being of the child, the family, and the community.

• We now understand that the well-being of children is intimately linked to the well-being of their families and communities.

New Understandings

• Readiness is no longer understood in terms of reading and cognition. It is seen to include:– Social and emotional development– Approaches to learning– Physical and motor development

New Understandings

• And readiness is no longer only a function of the child. To be ready, a child also needs:– A family…that is ready to support his/her

development.– A school…that is ready to welcome all children to

advance their development.– A community…that understands its commitment

to the developing child and the early years

Part II:Why ELDS Now?

Why ELDS Now?

If a good start in life is so important for both individual and national development, how can

we apply our knowledge of what makes a difference to early childhood outcomes?

One such application is Early Learning and Development Standards.

Why ELDS now?

Early Learning and Development Standards (ELDS) are being advanced as a means of guiding and gauging practice and policy. As such, they have wide appeal to policy makers, parents, and practitioners.

Why ELDS?

• ELDS address the changing realities– Loss of human potential: standards are developed

to ensure that all children achieve their full potential.

– Globalization: standards are being developed and shared across the globe.

– Demographics: standards are being developed in some of the countries with the largest child populations.

Part III:What Are ELDS?

(i) What are standards?(ii) Why are they important?

What Are Standards?

Statements that are used

as a basis of comparison in

measuring quality, value,

or quantity.

What Are Standards?

Common standards…

The weight a child should achieve at birth to be considered healthy

What Are Standards?

The grades a student receives to be considered competent

Report

Card

A+

What Are Standards?

The skills one demonstrates to be certified in

a profession (teacher, doctor)

Standards are a part of our daily life—

so routine, we may not even recognize

them as standards.

What Are Standards?

Why Are Standards Important?

• Lend precision to vague constructs

• Help to clarify what we want to achieve

• Provide an opportunity to build consensus

• Establish a base for measurement

• Can produce more equitable outcomes

• Can advance an agenda like developmental readiness

BUT…

There are many different

kinds of standards related to

early childhood and education.

Different Types of Standards

I. II. III.

IV. V.

Early Learning and Development Family Competencies Teacher Standards Standards

Program/School Standards Access to Services

Early Learning and Development Standards

Example: 4-year-old children will be able to state name, where they live, parents’

names, and siblings’ names.

Note: These are usually manifest in children’s behavior or discourse.

Defines what children should know and be able to do

I.

II.

Family Competencies

Example: A family member should read or tell stories to their children at least

three times a week.

Note: These are usually manifest in

adult’s behaviors or discourse.

Defines what families should know and do to advance their young children’s health, development, and education

III.

Teacher Standards

Example: All teachers should know how to assess their students’ competence

and report such findings to parents.

Note: These are usually the basis for

teacher preparation programs.

Defines what teachers should know and do to advance their students’ learning

IV.

Program/School Standards

Example: Every program will have indoor and outdoor space.

Example: Every program will have appropriate developmental materials for children.

Example: Every program will welcome families.

Defines the nature of the program or school

Access to Services Standards

Example: The percentage of children who have access to high-quality child development

programs. Example: The percentage of children who have

developmental screenings upon entry to preschool programs.

Note: These are usually defined for a geographic catchment, area, city, town, or neighborhood.

Defines the nature and amount of children who have access to diverse services

V.

Early Learning & Development

Standards Are the Heart of ECD

Early Learning &

Development Standards

Part IV:What’s Different

About ELDS?

What’s Different About ELDS?

1. Honor country values

2. Honor children’s rights

3. Are research driven

4. Produce usable products with multiple applications

5. Integrate ECD

1. Honor Unique Country Values

• Process respects the right of each nation to craft the standards it deems best for the country. ELDS vary by country on:– Ages of children included– Domains selected for the ELDS– Approaches to developing the ELDS– Uses of the ELDS

1. Honor Unique Country Values

Early Learning and Development Standards respect the dignity of all children regardless

of nationality, race, color, gender, language, religion, opinions, origins, wealth, birth

status, or ability.

2. Honor Children’s Rights

• Early Learning and Development Standards stem from the Rights of the Child to promote:– The right to survival and to develop to their fullest

potential– The right to protection from harmful influences,

abuse, and exploitation– The right to participate fully in family, cultural,

and social life

3. Are Research Driven

• Research is clear about the need for young children’s development to be holistic:– Physical health, well-being, and motor

development– Social and emotional development– Approaches toward learning– Language, literacy, and communication– Cognition and general knowledge

4. Produce Usable Products With Multiple Applications

Standards

Improve Instruction

Improve Public Knowledge of Children’s Development

Evaluate Programs

Improve Parenting Skills and Behaviors

Improve Curriculum

Monitor National Progress

Improve Teacher Preparation

Early Learning &

Development Standards

Developmental Readiness

4. Produce Usable Products with Multiple Applications

Multiple Uses Leading to Integration

• Parenting– China, Jordan, Mongolia

• Professional development and teacher training– Cambodia, Fiji, Ghana, S. Africa

• Revision of national ECD curriculum – Cambodia, China, Fiji, Mongolia, Philippines, Thailand, S. Africa

• National capacity building– Ghana

• National monitoring of the status of children– Ghana, Jordan

• National ECD policy– Macedonia

Improve Instruction

Support Parenting Skills

Develop Curriculum

Improve Teacher Preparation

Evaluate Programs

Monitor National Programs

Improve Public Knowledge of Children’s Development

Standards Bank

5. Integrate ECD

Part V:How do we

Develop ELDS?

Going Global creates an inclusive, highly participatory process (working with parents,

educators, health specialists, community leaders, and government representatives) that leads to the

development and implementation of a set of research-based, culturally appropriate learning expectations and activities that can be used for

diverse purposes in diverse places.

Going Global: What It Is and Does

Goal:Develop standards, indicators,

and national systems to promote, support, and assess

the development of young children

Nationalgovernments

Internationalorganizations, NGO& private sector

Academia

Establishes ECD Partnerships

The ELDS Process

• Uses an organized, phased, clear process– PHASE I: Developing/writing standards– PHASE II: Validating standards– PHASE III: Implementing ELDS

2009

Worked in 40 Countries and Growing..

• Brazil• Cambodia• Chile• China• Ghana• Jordan• Kenya• Lao PDR• Macedonia• Malawi

• Mongolia• Paraguay• Philippines• Romania• South Africa• Tajikistan• Thailand• Turkmenistan• Uzbekistan• Viet Nam

“…unlike previous projects that were handled solely by an individual or a single institution, this project was able to bring key partners across ECD and education ….ownership is shared collectively.”

“...involved individuals who would otherwise not have felt the need to be associated with ECD…”

“…the impact of the project is already being felt throughout the country.”

- Ghana Team Leader

Linkage between ECD and Education

“…work done by the group is a very important achievement, not very common in Paraguay (typically, the isolated work and production)”

“…highly qualified discussions during sessions, with ability to look for a consensus between professionals from governmental as well as non-governmental organizations (NGO´s)”

“It has established a historical precedent of systematic work and production within ECD issues.”

- Paraguay Team Leader

New Approach to Service Delivery

“..helped build national capacity… brought together international, local experts, and other stakeholders to work together and share knowledge and expertise.”

“…provided the country a roadmap in developing standards in a comprehensive, rigorous, and scientific manner…compared to the old approach which basically tapped an exclusive group of technical experts and programme managers to make key decisions.”

“… has helped clarify important concepts (i.e. norms vs. standards) and introduced "quality" processes”

- Philippines Team Leader

Built National Capacity

Overview of General Achievements

• Broadened understanding of early education• Built national capacity• Used for multiple purposes to increase integration in

the system• Created a shared vision and broadened governmental

support for the education of young children• Coalesced linkages between early childhood and

education in ministries of education and schools• Established historic new approach to service delivery