on buckets, banks, and hearts: aligning early childhood standards and systems build conference on...
TRANSCRIPT
On Buckets, Banks, and Hearts:Aligning Early Childhood
Standards and Systems
Build Conference onQuality Rating/Improvement
SystemsMinneapolis, MN
June 4, 2008
Sharon L. Kagan, Ed.D.Teachers College, Columbia University
Presentation Overview
Part I: Defining Systems
Part II:Defining Standards
Part III: The Heart of the Matter
Part IV: Role of Standards in Advancing an Early Learning and Development System
Part V:Examples
Part VI: Next Steps
Defining Systems
• There is a great deal of talk in our field regarding the development of a system.
• But we are not always clear regarding a system of what:
A. Early Care and Education?
B. Early Childhood Education?
C. Services for Young Children?
Defining Systems
• One conceptualization, advanced in the late 1990s by the Quality 2000 Initiative, built on the work of 350 experts in the field.
• It focused on early care and education.
• It was graphically represented as a garden.
The Early Care and Education System
HQHS
HQFPCC
HQPKHQ
CC
Programs
Infrastructure
HQFS/FL
Source: Kagan, S. L., & Cohen, N. E. (1997). Not by chance: Creating an early care and education system. New Haven, CT: Yale University Bush Center in Child Development and Social Policy.
Gears: Need to work in all areas to move the infrastructure
Improving Quality and Regulation
Informed Families, Informed Public
Standards, Assessment, and Accountability
Personnel & Professional Development
ECE/K-12 Linkages
Financing
Governance
The Early and Education System
• It advanced two major propositions, each framed as a formula:
System =Programs + Infrastructure
and
8-1 = 0
Defining Systems
• In building upon this approach, some wanted it to embrace more than young children and the services they received before attending formal school.
• These folks said, true to our developmental focus, that we needed to advance a system that focused on children birth through 8.
• And we needed to include a broader array of services.
• This became known at the Early Childhood Education System.
BIRTH AGE 5 AGE 8
Early Care and EducationI. Quality SettingsII. ECE Professional and Workforce DevelopmentIII. Informed Families, Informed PublicIV. Accountability/Results OrientationV. Adequate ECE Financing
GovernanceVI. Governance and Coordination
K-3 EducationVII. Education in the Early Grades
Comprehensive ServicesVIII. Health, Mental Health, Oral Health
The Early Childhood System
• Policy Matters developed 100 key policies in eight domains that, when implemented, would characterize an early childhood system for:– Children birth to age 8– Both public and private providers– Home-, center-, school-, and community-
based programs
The Early Childhood System Approach Took Root in the
Policy Matters Project
Assessing the Early Childhood System
• Policy Matters takes place in three phases:– I. Taking Stock—the policy audit– II. Political Context—survey analyses– III. Setting Priorities—goal setting
Phase IIISetting
Priorities
Phase ITaking Stock
Phase II Political Context
Assessing the Early Childhood System
• In the first phase, the policy audit, states assessed their system in eight policy domains:
1. Quality ECE Settings
2. Professional and Workforce Development
3. Informed Families, Informed Public
4. Accountability and Results Orientation
5. Financing
6. Governance
7. Education in the Early Grades
8. Health, Oral Health, Mental Health
The Early Childhood System Policy Matters has taken place in Florida, Ohio,
Mississippi, North Carolina, Colorado, Utah, and West Virginia.
Defining Systems
• While the Policy Matters projects was going on, others felt that even this was not a broad enough definition of a system.
• They developed another meaning that addressed all service domains for young children.
• State Early Childhood Policy Technical Assistance Network– Has written a good deal about planning and governance
– Has described an early learning and development system
– Supported by many groups • Alliance for Early Childhood Finance, The Build Initiative, The
Children’s Project, Center for Law and Social Policy, Council of Chief State School Officers, National Center for Children in Poverty, National Child Care Information Center, National Conference of State Legislatures, National Governors Association Center for Best Practices, Smart Start National Technical Assistance Center, State Early Childhood Policy Technical Assistance Network, Zero to Three
System of Services for Young Children
EarlyLearning
Health, Mental Health and Nutrition
Family Support
Special Needs/ Early Intervention
Planning, Monitoring, R&D
Quality Improvement and Accountability
Governance
Standards for Children, Practitioners,
and Programs
Capacity-Building and Professional Development
Engagement and Outreach
Financial Supports
Defining Systems
• So, we have several different definitions of system.
• None is better or worse than the other.
• They are different.
• We need to be clear about which we are advancing, taking into consideration:
Feasibility Strategy Timeliness State Variation
Defining Standards
• At the same time that some folks were working on developing a system, others were focusing on thinking about standards.
• Standards are defined as 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
• 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
But…
there are many different kinds of standards
Why Are Standards Important?
Buckets of Standards
I. II. III.
IV. V. VI.
Early Learning & Development Family Competencies Teacher Standards Standards
Program/School Standards Access to Services Systemic Effectiveness
Early Learning & Development Standards
Example: Four-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
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 & amountof children who have access
to diverse services.
V.
Defines the degree to which elements or disparate services work together.
System Effectiveness
Example: The cost savings that are realized when programs buy supplies jointly.
Note: This is the least well-developed area, and is often quite problematic for nations and states with highly diverse delivery systems.
VI.
But at the Heart of the Matter are ELDS.
Standards that specify what children know and can do
I.
Early Learning & Development Standards
I.
What are Early Learning and Development Standards?
• Observable, measurable statements of what we expect children to know, do, and be, in the areas of: – Physical Health, Well-Being, and Motor
Development– Social and Emotional Development– Approaches Toward Learning– Language, Literacy, and Communication– Cognition and General Knowledge
Physical and Motor Development
•Run around obstacles and corners;
•Walk up and down stairs, alternating feet, without assistance;
•Throw and catch large balls; and
•Kick ball forward.
By age four, children should be able to…
Social & Emotional Development
By age four, children should be able to…• Take turns and share with peers to have fun
playing together;
• Show understanding of the consequences of own actions on others;
• Describe how own actions make others feel and behave; and
• Show empathy for hurt child.
By age four, children should be able to…
Approaches Toward Learning
• Invent new activities or games;
• Use imagination to create a variety of ideas;
• Make up words, songs, or stories;
• Express ideas through art, construction, movement, or music; and
• Engage in pretend play.
Language, Literacy, and Communication
• Speak clearly enough to be understood by most listeners;
• Use multiple word sentence/s to communicate needs, ideas, actions, and/or feelings;
• Repeat words or ideas to be sure information is communicated; and
• Draw a pictures with objects and people to communicate an idea or event with assistance.
By age four, children should be able to…
Cognition and General Knowledge
• Explore various ways to solve a problem and select one option;
• Seek assistance from another child or an adult to solve problems; and
• Modify actions based on new information and experiences.
By age four, children should be able to…
But there is something else that’s really important about ELDS: they are HEART of the new
Early Childhood System
Improve Instruction
Improve Public Knowledge of
Children’s Development
Basis for QRIS
Improve Parenting Skills and Behaviors
Improve Curriculum
Evaluate Programs and
Monitor National Progress
Improve Teacher Preparation
Early Learning &
Development Standards
ELDS: The Basis for an Early Learning and Development System
Improve Instruction
Support Parenting Skills
Develop Curriculum
Improve Teacher Preparation
Improve QRIS
Evaluate Programs and Monitor National Progress
Improve Public Knowledge of Children’s Development
The ELDS can be considered as a Bank or a Bank Book
• Approaches: – Guide teacher observations of individual children.– Chronicle the progress of individual children over
time.– Aggregate results into a class profile.– Use the class profile for planning activities and
tailoring them to children’s needs.– Use as information for reporting to parents.– Use to guide preparation of children for primary
school.
Use 1: Checklist to Improve Instruction
• Approaches:– Create thematic units that build upon
the standards.
– Units focus on an idea or theme, and teachers and children “web” activities related to the theme that cover all domains of development.
Use 2: Develop Curriculum
• Approach/Uses:– Learning packages for parents that can be used in
the home– Parenting education curriculum for use by home
visitors with parents and children– Brochures and posters that reflect normative
learning and development stages– Parenting materials for use in protection and
rehabilitation programs– The number of indicators you will use depends on
which approach/es you select
Use 3: Promote Parenting Education
Use 4: Improve Teacher Preparation
• Approach/Uses:– Teacher Training Curriculum
• Use to train teachers of young children to what they should be exposing children
– Teacher Certification Standards• Use standards to develop teacher
certification criteria that “qualify” teachers to teach
• Approach/Uses:– ELDS can frame the content for what
programs should be doing to enhance children’s development.
– ELDS can be mapped against the QRIS requirements to assure that they can be met within the programs.
– ELDS can be the basis for determining the nature of the professional development needed by programs.
Use 5: Improve QRIS
• Approach/Uses:– Standards can become the basis for the
instruments used in program evaluation.
– ELDS can guide the kinds of data that should be collected on the children.
– ELDS, along with program data, provide the basis for evaluation data.
– ELDS can be the basis for a national monitoring tool.
Use 6: Evaluate Programs and Monitor National Progress
• Approach/Uses:– Use as the basis for public service
announcements.
– Use to train media reporters.
– Use to inform policy makers.
– Use to inform the public at large.
Use 7: Improve Public Knowledge
Improve Instruction
Support Parenting Skills
Develop Curriculum
Improve Teacher Preparation
Improve QRIS
Evaluate Programs and Monitor National Progress
Improve Public Knowledge of Children’s Development
The ELDS are the basis for creating an integrated Early Learning and Development
SYSTEM
Examples
• Parenting – China, Jordan, Mongolia
• Professional development and teacher training – Cambodia, Fiji, Ghana, S. Africa
• Revision of national ECD curriculum for children – 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
ExamplesCountry Cambodia China Fiji Ghana Jordan Macedonia Mongolia Philippines Thailand Viet Nam S. Africa
Uses 2 4 2 3 2 1 3 2 3 1 3
Curriculum Devel.
X X X X X X X
Instruction X X X X
Parenting X X X x X
Teacher Train
X X X x X
Program Evaluation
X
National Monitoring
X X
Public Advocacy
X
Policy Devel. X
As of 2006, to be updated
• Revised National Curriculum based on ELDS• Linked ELDS with family development and
gender development program – in the national policy plan.
• In the process of training 30,000 caregivers by university trainers using standards with the goal of improving the quality of education.
Examples
Thailand
• Developed an entirely new curriculum for training early childhood workers and a related new National Credential
• Used ELDS to construct a national monitoring system.
• Uses ELDS as the basis for the public education campaign on the importance of ECE.
Examples
Ghana
• Historic new approach to service delivery
“It has established a historical precedent of systematic work and production within ECD issues.”
- Susazana Sanchez, Paraguay
Examples
Examples
• Shared vision and broadened governmental support for the education of young children
“…helped Jordan keep a focus on what all ECD programs and facilities should aim to promote, so rather than having scattered efforts…a shared vision and synergy between all sectors working for children”
- Maha Homsi, Jordan
Next Steps for Us/USSome Things We Know
1. No entitlement as in public education2. Limited infrastructure supports3. No formal and clear delivery system; a non-system
of micro-enterprises4. No guaranteed funding5. Regarded by some as an intrusion into family rights6. High-quality early education programs make a huge
difference and save money.7. Overall, the quality of early education programs is
poor.
Next Steps for Us/USSome Things We Wonder About
• What understanding of “system” should we use? Does it matter?
• Is there a specific order in which the work should proceed? (e.g., should we begin with a certain component?)
• Can/should we work on all four systems at once?• If not, where are our skills best invested?• Is it more important to emphasize some areas over
other areas at the outset?• What are the practical and political consequences of
doing this?
• Some believe that we should use the broadest definition (e.g., System for Serving Young Children) and begin there.
• Others feel that given our existing system with its divisions, we should focus more narrowly.
• Others feel we should plan with the large system in mind, but target our energies and discern our strategies for the early childhood system.
Next Steps for Us/US
• Not sure which of these strategies would be best.
• Do know that having a common core of understandings helps
• Do know that have early learning and development standards at the core is a solid way to integrate the learning component of our work.
Next Steps for Us/US
Next Steps for Us/US
• Maybe trying to get all this in one system is too tough. Maybe need THREE systems, all working together:
1. PEDAGOGICAL SYSTEM
2. QUALITY IMPROVEMENT SYSTEM
3. STRUCTURAL SYSTEM
Early Childhood System A
Pedagogical or Early Learning and Development System
[Children] Content Standards Curriculum
[Teachers] Teacher Performance
StandardsTeacher Prep Curriculum Credential
[Parents] Parenting Standards Parenting Education
[Programs & Services]
Program Standards QRIS
H/MH
Governance Finance
Accountability• Monitoring
• Data Systems• Evaluation
Planning Communications
Structural System
ELDS
Assessment
Early Childhood System BSTRUCTURAL SYSTEM
Quality Improvement System
Licensing
Teacher PD System
Program
Standards
Governance
Accountability• Monitoring
• Data Systems• Evaluation
Finance PlanningCommunications
Monitoring Accountability
Credential Ongoing PD
QRS
Pedagogical System
Teacher Standar
ds
ELDS
Content Standards Curriculum Assessment