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Life is a learning curveLife is a learning curveMaresa DuignanMaresa Duignan
Early Years Education Policy UnityEarly Years Education Policy UnityDepartment of Education and ScienceDepartment of Education and Science
Office for the Minister of Children and Youth AffairsOffice for the Minister of Children and Youth Affairs
OverviewOverview
The policy contextThe policy context DefinitionsDefinitions
• Family learningFamily learning• Lifelong learningLifelong learning• Early childhood care and educationEarly childhood care and education
The theory bit!The theory bit! What this looks like in practiceWhat this looks like in practice Challenges and opportunitiesChallenges and opportunities
The ‘Learning’ AgendaThe ‘Learning’ Agenda
• Increasing Ireland’s competitivenessIncreasing Ireland’s competitiveness• Creating and supporting the ‘Knowledge Creating and supporting the ‘Knowledge
Economy’Economy’• Extending ‘e-awareness’, & ICT access & Extending ‘e-awareness’, & ICT access &
competencecompetence• Combating ‘Social Exclusion’Combating ‘Social Exclusion’• Improving student achievement in key subject Improving student achievement in key subject
areas e.g. science/maths/literacyareas e.g. science/maths/literacy• Widening participation in learning beyond schoolWidening participation in learning beyond school• Enhancing key & specific skills for workEnhancing key & specific skills for work• Improving individuals’ employabilityImproving individuals’ employability• Resourcing communities & capacity buildingResourcing communities & capacity building• Renewing & strengthening citizenshipRenewing & strengthening citizenship• Building learning culturesBuilding learning cultures
‘Education, Education, Education’
Council conclusions of 12 May 2009 on a strategic framework for Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (‘ET 2020’)European cooperation in education and training (‘ET 2020’)
THE COUNCIL OF THE EUROPEAN UNIONTHE COUNCIL OF THE EUROPEAN UNION
Agrees thatAgrees that
In the period up to 2020, the primary goal of In the period up to 2020, the primary goal of European cooperation should be to support the European cooperation should be to support the further development of education and training further development of education and training systems in the Member States which are aimed at systems in the Member States which are aimed at ensuring: ensuring:
a)a) the personal, social and professional fulfillment of the personal, social and professional fulfillment of all citizens; all citizens;
b)b) sustainable economic prosperity and sustainable economic prosperity and employability, whilst promoting democratic values, employability, whilst promoting democratic values, social cohesion, active citizenship, and social cohesion, active citizenship, and intercultural dialogue.intercultural dialogue.
European Union TargetsEuropean Union Targets In addition, In addition, EU-level benchmarksEU-level benchmarks have been set for 2010 have been set for 2010
and 2020.and 2020.
The benchmarks to be achieved by 2020 are:The benchmarks to be achieved by 2020 are:
at least 95% of children between 4 years old and the age at least 95% of children between 4 years old and the age for starting compulsory primary education should for starting compulsory primary education should participate in early childhood education. participate in early childhood education.
the share of low-achieving 15-years olds in reading, the share of low-achieving 15-years olds in reading, mathematics and science should be less than 15%. mathematics and science should be less than 15%.
the share of early leavers from education and training9 the share of early leavers from education and training9 should be less than 10%. should be less than 10%.
the share of 30-34 year olds with tertiary educational the share of 30-34 year olds with tertiary educational attainment8 should be at least 40%. attainment8 should be at least 40%.
an average of at least 15 % of adults should participate in an average of at least 15 % of adults should participate in lifelong Learning lifelong Learning
The Knowledge EconomyThe Knowledge Economy
The drive to create a knowledge economy also requires money The drive to create a knowledge economy also requires money to be spent in a strategic way. If, given our current economic to be spent in a strategic way. If, given our current economic difficulties, there must be cuts in the education sector (and difficulties, there must be cuts in the education sector (and those cuts do not change the population of Marlborough Street) those cuts do not change the population of Marlborough Street) it must be made clear that cuts made at the primary and it must be made clear that cuts made at the primary and secondary level have a deeper economic and social impact than secondary level have a deeper economic and social impact than at any other level.at any other level.
Research conducted by Nobel Prize-winning economist James Research conducted by Nobel Prize-winning economist James Heckman has made it clear that the majority of cognitive and Heckman has made it clear that the majority of cognitive and non-cognitive skills necessary for participation in economic non-cognitive skills necessary for participation in economic activity are largely acquired by the age of 12 and that activity are largely acquired by the age of 12 and that investment and social and educational interventions should be investment and social and educational interventions should be at their highest prior to that age.at their highest prior to that age.
Ireland’s knowledge economy needs a rethink SSunday Business Post -unday Business Post - August 10, 2008 - By Charles Larkin and Dr Jacco Thijssen August 10, 2008 - By Charles Larkin and Dr Jacco Thijssen
Definitions 1 - LearningDefinitions 1 - Learning Learning = education?Learning = education? Education as a socially constructed Education as a socially constructed
conceptconcept Influences on our current concepts of Influences on our current concepts of
the role of educationthe role of education• Familial – e.g. reproduction of valuesFamilial – e.g. reproduction of values• Cultural – persistence of identity e.g. Cultural – persistence of identity e.g.
language, literature, art, skills etc..language, literature, art, skills etc..• Societal – citizenship, national pride, Societal – citizenship, national pride, • Political – competitiveness, fuelling the Political – competitiveness, fuelling the
economyeconomy
What about….What about….
EmpathyEmpathy ResilienceResilience CuriosityCuriosity PersistencePersistence Problem solvingProblem solving Day dreaming?Day dreaming?
Family LearningFamily Learning
Family Learning is an umbrella term Family Learning is an umbrella term which describes a wide variety of which describes a wide variety of educational intervention educational intervention programmes that have an programmes that have an intergenerational focus in their intergenerational focus in their design and deliverydesign and delivery
Clare Family Learning, 2009Clare Family Learning, 2009
Key PointsKey Points Parents are the first and most natural Parents are the first and most natural
teachers of their childrenteachers of their children
The home is a very valuable learning placeThe home is a very valuable learning place The parental involvement on a child’s The parental involvement on a child’s
learning is eight times more important learning is eight times more important than any other factor, such as occupation than any other factor, such as occupation of parent, in increasing a child’s of parent, in increasing a child’s achievement in school’achievement in school’((Feinstein and Symons Feinstein and Symons 1999:51)1999:51)
Contributes to increased
community engagement
Higher educationa
l aspiration
s
Training
Employment
Lower crime figures
Better health (mental & physical)
Better communicati
on
Higher level of self esteem
Lifelong LearningLifelong Learning
The lifelong, lifewide, voluntary, and The lifelong, lifewide, voluntary, and self-motivated pursuit of knowledge self-motivated pursuit of knowledge for either personal or professional for either personal or professional reasons. As such, it not only reasons. As such, it not only enhances social inclusion, active enhances social inclusion, active citizenship and personal citizenship and personal development, but also development, but also competitiveness and employability.competitiveness and employability.
Source: Wikipedia, Department of Education Source: Wikipedia, Department of Education and Science, 2000, EU Commission, 2006and Science, 2000, EU Commission, 2006
Early Childhood Care and Early Childhood Care and EducationEducation
The term early childhood education and care (ECEC) includes all arrangements providing care and education for children under compulsory school age, regardless of setting, funding, opening hours, or programme content.
Starting Strong II (OECD,2006)
In Ireland…In Ireland… Despite the fact that, historically, the term
‘childcare’ is used to refer to services for children aged birth to six years, it is evident that it cannot be interpreted narrowly and should be understood as interchangeable with ‘early childhood education’ and with the more widely used and accepted term of Early Childhood Care and Education. (OMCYA, 2009)
Includes services such as full and part-time day care, sessional pre-schools and playgroups, childminders and after school clubs and infant classes in primary schools.
Síolta, the National Quality Framework for Early Childhood Care and Education, 2006
The context for learningThe context for learning
ChildChild
FamilyFamily
CommunityCommunity
Social PolicySocial Policy
Neuroscience of Brain Neuroscience of Brain DevelopmentDevelopment
Brain is not mature at birthBrain is not mature at birth Brain is changed by experiencesBrain is changed by experiences Critical periods imply timing is Critical periods imply timing is
importantimportant Relationships program social Relationships program social
emotional functionemotional function Adversity impacts brain developmentAdversity impacts brain development
Brain is Changed Brain is Changed By ExperiencesBy Experiences
0 1 4 8 12 16
AGE
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
Window of Opportunity - ECD
Relationships Relationships Program Social Program Social
Emotional FunctionEmotional Function
Adversity Impacts Adversity Impacts Brain DevelopmentBrain Development
Maternal DepressionMaternal Depression
CommonCommon Higher rates in inner city, poor, Higher rates in inner city, poor,
single motherssingle mothers Multiple impactsMultiple impacts TreatableTreatable
Depressed Mothers: Depressed Mothers: Response Patterns to InfantsResponse Patterns to Infants
Express less positive and more Express less positive and more negative affectsnegative affects
Less attentive and more disengagedLess attentive and more disengaged When engaged are more intrusive When engaged are more intrusive
and controllingand controlling Fail to respond adaptively to infant Fail to respond adaptively to infant
emotional signalsemotional signals
Infants of Depressed MothersInfants of Depressed Mothers
Shorter attention spansShorter attention spans Less motivation to master new tasksLess motivation to master new tasks Elevated heart ratesElevated heart rates Elevated cortisolElevated cortisol Reduce EEG activity right frontal Reduce EEG activity right frontal
cortexcortex
Clinical and Epidemiological Clinical and Epidemiological ResearchResearch
Many mental health problems have Many mental health problems have their origin early in a child’s lifetheir origin early in a child’s life
Many health problems of adults have Many health problems of adults have their origin early in lifetheir origin early in life
Public Policy ResearchPublic Policy Research
Brain development and public Brain development and public investment are not synchronizedinvestment are not synchronized
Brain MalleabilityBrain Malleability
Spending on Health, Education, Spending on Health, Education, Income Support, Social Income Support, Social Services and CrimeServices and Crime
11 3 3 10 10 60 60 80 80
ConceptionConception AgeAge
Intensity Intensity ofofBrain’s Brain’s Devel.Devel.
Public Public ExpendExpend..
BirthBirth
BRAIN DEVELOPMENT – BRAIN DEVELOPMENT – OPPORTUNITY AND INVESTMENTOPPORTUNITY AND INVESTMENTBrain’s Wiring and DevelopmentBrain’s Wiring and Development
Missed Opportunity to Missed Opportunity to InvestInvestPercent of Percent of
total brain total brain growthgrowth
Cumulative percent of Cumulative percent of public spending on public spending on
children 0–18children 0–18
Age in yearsAge in years
00
2020
4040
6060
8080
100100
00 11 22 33 44 55 66 77 88 99 1010 1111 1212 1313 1414 1515 1616 1717 181800
2020
4040
6060
8080
100100
Brain growthBrain growth
Public spendingPublic spending
Children who start behind stay behindChildren who start behind stay behindLearning gaps are set early in lifeLearning gaps are set early in life
Academic Abilities of Entering Kindergartens by Family IncomeAcademic Abilities of Entering Kindergartens by Family Income
Source: Schulman, K., and W. S. Barnett. 2005. The Benefits of Prekindergarten for Middle-Income Children. NIEER Policy Report. New Brunswick, N.J.: National Institute for Early Education Research, Rutgers, The State University of New Jersey.
Readiness to Learn TrajectoryReadiness to Learn Trajectoryas measured by Child Developmentas measured by Child Development
Birth 6 mo 12 mo 18 mo 24 mo 3 ys 4 ys 5ys
Compliance to simple requests Compliance to simple requests Emotional control Emotional control Effective peer interactionsEffective peer interactions
Nascent awareness of standards Nascent awareness of standards Nascent emotional regulation Nascent emotional regulation Nascent selfhood/identityNascent selfhood/identity
Entry into verbal milieu Entry into verbal milieu Physiological regulation Physiological regulation Social relationshipsSocial relationships
Disparities in Early Vocabulary Growth
16 mos. 24 mos. 36 mos.
Cu
mu
lati
ve V
ocab
ula
ry (
Word
s)
College Educated Parents
Working Class Parents
Welfare Parents
Child’s Age (Months)
200
600
1200
Source: Hart & Risley (1995) Slide by The National Scientific Council on the Developing Child
5ys 10ys
A
C
B
D
Ready
Healthy
Life Long Learning TrajectoriesLife Long Learning TrajectoriesSchool Readiness & Mental HealthSchool Readiness & Mental Health
Birth
Trajectory 1
Trajectory 2
SchoolSchool ReadinessReadiness
Not Ready
MentalMental HealthHealth FunctionFunction
Externalizing Disorder (Learning Disability)
RR Risk Reduction Strategies
HP Health Promotion Strategies
Without RR and HP Strategies
This figure illustrates how risk reduction strategies can mitigate the influence of risk factors on the developmental trajectory, and how health promotion strategies can simultaneously support and optimize the developmental trajectory. In the absence of effective risk reduction and health promotion, the developmental trajectory will be sub-optimal (dotted curve).
RR
RR
RR
Risk Factors
Protective Factors
HP HPHP
0 20
Hea
lth
Dev
elo
pm
ent
40 60 80Age (Years)
Influence of Risk Reduction and Health Promotion Influence of Risk Reduction and Health Promotion Strategies on Health DevelopmentStrategies on Health Development
Birth
Early Infancy
Late Infancy
Early Toddler
Late Toddler
Early Preschool
Late Preschool
Parent educationEmotional literacy
Reading to child
Pre-school
Age 6 mo 12 mo 18 mo 24 mo 3 yrs 5 yrs
Re
ad
y t
o le
arn
Strategies to Improve Strategies to Improve Optimal development TrajectoriesOptimal development Trajectories
Appropriate Discipline
Poverty
Lack of health services
Family Discord Factors associated with optimal development:
Social-emotional, Physical Cognitive, Language
Birth 6 mo 12 mo 18 mo 24 mos 3 yrsBirth 6 mo 12 mo 18 mo 24 mos 3 yrs 4 yrs 5yrs 4 yrs 5yrs
Early Intervention ProgramsEarly Intervention Programs
Primary health care (parent and child), acute, developmental and Primary health care (parent and child), acute, developmental and preventive carepreventive care
HealthHealth
Center and Home Based Family Resource Programs Center and Home Based Family Resource Programs
Child Care ProgramsChild Care Programs
Parenting and Family Learning Programs Parenting and Family Learning Programs
High quality Pre schoolHigh quality Pre school
Pre/perinatal carePre/perinatal care
Optimal Development TrajectoryOptimal Development TrajectoryService sectors and ProgramsService sectors and Programs
that positive influencethat positive influence
Social Care/Social Care/&&Family Family ServicesServices
EducationEducation
Children Ready for Success
Compliance with standards and ongoing
technical support
Monitoring and Improvement
Programs
Program Standards and Early Learning and Development
Guidelines
Programsthat meet Standards
WorkforceDevelopment
To consumers, public and private sector
Engagement & Outreach
Health, Nutrition, Mental Health, Disability Services
Parenting and Family Support
Comprehensive Services
Early Childhood Development System
Across programs and connected to other
systems
Coordinated GovernanceAnd Financing
Core competenciesAccess to Training and
Higher Education, Credentialing
Adapted from the State Early Childhood Policy Technical Assistance Network, J.Lombardi, 2007
The Challenge to be met?The Challenge to be met?
The ‘disappeared’ - absent, excluded, uninvolved, The ‘disappeared’ - absent, excluded, uninvolved, bunking off, just not therebunking off, just not there
The ‘disaffected’ - bored, uninspired, turned off, The ‘disaffected’ - bored, uninspired, turned off, uninterested, hostile, difficult, disruptiveuninterested, hostile, difficult, disruptive
The ‘disappointed’ - frustrated, let down, poor The ‘disappointed’ - frustrated, let down, poor experienceexperience
The ‘discouraged’ - damaged, ridiculed, feelings of The ‘discouraged’ - damaged, ridiculed, feelings of failurefailure
The ‘disillusioned’ - hopes dashed, feel betrayed, The ‘disillusioned’ - hopes dashed, feel betrayed, let downlet down
The ‘disfranchised’ - excluded from the joys, The ‘disfranchised’ - excluded from the joys, pleasures opportunities & multiple advantages of pleasures opportunities & multiple advantages of learning learning
With apologies to Michael Barber’s With apologies to Michael Barber’s The Learning Game The Learning Game
Main Lifelong Learning Challenges & BarriersMain Lifelong Learning Challenges & Barriers
• Barriers of confidence, time, cost, Barriers of confidence, time, cost, opportunity & informationopportunity & information
• Persistently narrow conceptions of learningPersistently narrow conceptions of learning• Marked social class & age differences of Marked social class & age differences of
opportunity, participation, achievement & opportunity, participation, achievement & qualification qualification
• Major problems of adult literacy & numeracyMajor problems of adult literacy & numeracy• Inadequate employer support, provision & Inadequate employer support, provision &
commitment (especially in SMEs)commitment (especially in SMEs)• Problems of funding adult learning equitablyProblems of funding adult learning equitably• Need for more responsiveness & flexibility of Need for more responsiveness & flexibility of
supplysupply
Discovering & Nurturing the ‘Treasure Discovering & Nurturing the ‘Treasure Within’Within’
“…“…none of the talents which are hidden none of the talents which are hidden like buried treasure in every person must like buried treasure in every person must be left untapped. These are, to name but be left untapped. These are, to name but a few: memory, reasoning power, a few: memory, reasoning power, imagination, physical ability, aesthetic imagination, physical ability, aesthetic sense, the aptitude to communicate with sense, the aptitude to communicate with others and the natural charisma of the others and the natural charisma of the group leader, which again goes to prove group leader, which again goes to prove the need for greater self-knowledge.”the need for greater self-knowledge.”
Jacques DelorsJacques Delors
Learning: The Treasure WithinLearning: The Treasure Within
UNESCO 1997UNESCO 1997
Delivering a ‘Learning Revolution’Delivering a ‘Learning Revolution’• Raise the aspirations & achievement of Raise the aspirations & achievement of all childrenall children• Release the energy & creativity of Release the energy & creativity of inspirational inspirational
teachersteachers• Involve Involve parents & familiesparents & families in children’s & their own in children’s & their own
learninglearning• Multiply& diversify Multiply& diversify ‘learning beyond school’‘learning beyond school’ activities activities • Sharply wSharply widen participationiden participation in FE & HE, especially in FE & HE, especially
part-timepart-time• Invest in Invest in ICT & broadcastingICT & broadcasting to support learning to support learning• Secure Secure learning entitlements learning entitlements at, through & for workat, through & for work• Strengthen Strengthen community capacitycommunity capacity, confidence, social , confidence, social
capital, self-activity & ‘trust’capital, self-activity & ‘trust’• Combat & reduce sharply Combat & reduce sharply social exclusion &social exclusion & inequalityinequality Reinvent citizenship -fit for the 21st centuryReinvent citizenship -fit for the 21st century
Learning Citizens for the 21st Learning Citizens for the 21st CenturyCentury
Comfortable with own identity, with confidence & Comfortable with own identity, with confidence & self-esteemself-esteem
High levels of technical skills & competencesHigh levels of technical skills & competences Curious , inquisitive & eager to explore Curious , inquisitive & eager to explore Creative, inventive & innovativeCreative, inventive & innovative Tolerant of ‘difference’- open to the experiences of Tolerant of ‘difference’- open to the experiences of
‘other’ ‘other’ A sense of both self & society - independent & A sense of both self & society - independent &
cooperativecooperative Skills to ‘shuffle’ back & forth between ideas & Skills to ‘shuffle’ back & forth between ideas &
concepts and data, evidence & experienceconcepts and data, evidence & experience Critical & analytical thinking - including auto-Critical & analytical thinking - including auto-
critiquecritique Knowing ‘how to know’ - having learned to learnKnowing ‘how to know’ - having learned to learn Confidence to sift, evaluate, review &synthesiseConfidence to sift, evaluate, review &synthesise Both learner & teacherBoth learner & teacher
Making Learning NormalMaking Learning Normal
Beyond fear and dreadBeyond fear and dreadConfidence and self-esteemConfidence and self-esteemAchievement and progressAchievement and progressLinked to own life’s prioritiesLinked to own life’s prioritiesWhere, when and how you likeWhere, when and how you like““Woven” into everyday lifeWoven” into everyday lifeA sense of ownership & controlA sense of ownership & control
Where to now?Where to now?
Coordination of all relevant Coordination of all relevant interventionsinterventions• Family Learning – ECCE – Schools etc…Family Learning – ECCE – Schools etc…
Child and Learner centred approach Child and Learner centred approach to delivery of education related to delivery of education related service provisionservice provision• Make the ‘system’ fit the learnerMake the ‘system’ fit the learner
Recognition of achievement/learningRecognition of achievement/learning• Key momentsKey moments
Will it Never End?Will it Never End?
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