The Council for Early Child Development
Putting Science into Action for Children
`Sensitive periods’ in early brain development
The Early Development Indicator: A Tool to Improve Early Child Development in Canada
“Pre-school” years
High
School years
`Numbers’ Peer social skills Symbol
Clyde Hertzman Director, HELP President, Council on Early Child Development
Language
Habitual ways of responding Emotional control Vision Hearing
Low
1
0
2
3
4
5
Years
6
7
Graph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.)
Literacy – Early Vocabulary Growth
Million 50 40
Working-class
30 20 10
Welfare
0 12
24
36
48
Age of child in months
High SES Middle SES
600
0
Low SES
12
16
20
24
28
32
36
Level 4
B. Hart & T. Risley, Meaningful Differences in Everyday Experiences of Young American Children, 1995
Quantitative Literacy Scores for Youth Aged 16-25. International Adult Literacy Study, 1994
Level 3
Age - Months
Sweden
Level 2
0
Cumulative Vocabulary
1200
Professional
Level 1
addressed to child
Estimated cumulative words
Estimated Cumulative Difference in Language Experiences by 4 Years of Age
Switzerland
Germany
Netherlands Belgium Canada USA Poland New Zealand Ireland N Ireland G Britain
Parentsʼ Level of Education Source: National Longitudinal Survey of Children and Youth, (NLSCY) Cycle 3, 1998-99 Report: Raising Young Children, p 18, HRDC, 2003
Organisation for Economic Co-operation and Development and Statistics Canada. (1995) Literacy, economy, and society: results of the first international adult literacy survey. OECD/Ministry of Industry Canada, p 151.
1
The Council for Early Child Development
Putting Science into Action for Children
00-069
Abecedarian Study – Reading
Health Problems Related to Early Life
Effect Size 1.2
Primary Grades
Preschool
Preschool & Primary Grades
Coronary Heart Disease Non-insulin Dependent Diabetes
0.8
Obesity Blood Pressure
0.4
Aging and Memory Loss 0
Mental Health (depression)
Age 8
Age 12
Age 15
Age 21
Age at Testing
Rates of Return to Human Development Investment Across all Ages
The integrated model
8
6
Problembased play
Pre-school Programs
Return Per $ Invested 4
School
Pre- and post-natal supports
R
Job Training
2 PreSchool
0
6
School
Parental participation Resources for families
Full-day, full-year Nutrition options
Post School
Age
18
Pedro Carneiro, James Heckman, Human Capital Policy, 2003 03-074
Benefits to Children
Coherence Early intervention
Family support
Social services
Stable environments
Health
Education
Policy framework ECD-P centre
ECD-P centre
Local decisionmaking ECD-P centre
Coping, competence, health, & well-being
ECD-P centre
ECD-P centre
Quality of daily life
ECD-P centre
2
The Council for Early Child Development
Benefits to Parents
Putting Science into Action for Children
Benefits to Society
Increased ability to participate directly in their child’s early learning & development
Cost effective
Support to earn a living or pursue further studies
Increased ability to participate in a democracy
Monitoring
Kindergarten: Early Development Instrument (EDI)
Increased belonging Increased human capital
5 domains: How else would we know if things are working?
Physical health and well being Social knowledge and competence Emotional health and maturity Language and cognitive development Communication skills and general knowledge “Developmental Readiness”
Percentage of Students Vulnerable on One or More Scales of the EDI Based on Provincial cutoffs, Wave 2
Proportion of Students Vulnerable on One or More Scales of the EDI Based on Provincial cutoffs, Wave 2
3
The Council for Early Child Development
Proportion of Students Vulnerable on One or More Scales of the EDI Based on Provincial cutoffs, Wave 2
Putting Science into Action for Children
Proportion of Variation in EDI Vulnerability across 470 Neighbourhoods ‘Explained’ by SES • physical health and well-being -- 31% • social competence -- 24% • emotional maturity -- 22% • language and cognitive development -- 27% • communication skills and general knowledge -- 46% • one or more vulnerability -- 43%
Unifying Project Community ‘resilience’ in supporting child development If 43% of the neighbourhood variation in EDI is ‘explained’ by socioeconomic factors, can we learn useful things from the rest of the variation?
Map 4.7.2-Highlight1: Vulnerability on Any EDI Scale and Socioeconomic Status in BC
Map 4.7.2: Vulnerability on Any EDI Scale and Socioeconomic Status in BC
Map 4.7.2-Highlight2: Vulnerability on Any EDI Scale and Socioeconomic Status in BC
4
The Council for Early Child Development
Putting Science into Action for Children
SES Data Sources •
EDI Wave 0/1 (1999/2000, 2000/1, 2001/2, 2002/3, 2003/4) 1. 2001 Census 2. Child Care Data (1999 to 2003) Year EDI 3. 1998 Taxfiler Data
•
EDI Wave 2 (2004/5, 2005/6, 2006/7) program in BC 1. 2001 Census 2. Child Care Data (1999 to 2003) 3. 1998 Taxfiler Data 4. Change from 1998 to 2004 in Taxfiler Data
Map 4.7.2-Highlight3: Vulnerability on Any EDI Scale and Socioeconomic Status in BC
became a systemic
B
Neighbourhoods Identified as Off- & On-Diagonal
Actual vulnerability
Conceptual Diagram: Off- and On-Diagonal Groupings e : lin p 5 on ou si Gr gres ) e N t, r (O gh Ri
: ed p 2 ect ou xp Gr an e h FF) t rse (O Wo
Let’s not forget Group 0: “other” n’hoods.
e lin : p 4 ion ou ess r G gr ) e , r (ON re nt Ce
: ted p 1 ec ou xp Gr an e ) h FF t r (O tte Be
: line p3 n ou sio Gr res ) g N e r (O ft, Le
Predicted vulnerability
J
Creating cross-linkages between data from different sectors in a secure and privacy sensitive manner
Cohorts of Interest Wave 1: EDI (K)
Wave 2: FSA (Gr. 4)
1999/2000
2003/2004
2000/2001
2004/2005
2001/2002
2005/2006
2002/2003
2006/2007
2003/2004
2007/2008
Education Early childhood Vital Stat’s
Environment
Human Development
Family & Community
Health services
= focus of our current work
5
The Council for Early Child Development
EDI-to-FSA Data Linkage Rates EDI
PEN FSA Score Found Found 89% 95% 4267 4044 3783 +/-
1999/2000 2000/2001 2001/2002 2002/2003
3643
2003/2004
94%
3411
87%
3172 +/-
4008
85%
3416
Data Unavailable
27506
96%
26502
Data Unavailable
5374
96%
5076
Data Unavailable
Kindergarten
Grade 4
The Cost of Vulnerability: Percent ‘Failing to meet expectations’ & Percent ‘Not Passing’ on Grade 4 FSA’s # of Vulnerabilities (kindergarten)
% Failing to meet expectations
Putting Science into Action for Children
The Cost of Vulnerability: Percent ‘Failing to meet expectations’ & Percent ‘Not Passing’ on Grade 4 FSA’s # of Vulnerabilities (kindergarten) Numeracy 0 1 2-3 4-5 Reading 0 1 2-3 4-5
The Cost of Vulnerability: Percent ‘Failing to meet expectations’ & Percent ‘Not Passing’ on Grade 4 FSA’s # of Vulnerabilities (kindergarten)
% Failing to meet expectations
% Not passing
Numeracy 0 1 2-3 4-5
7.5 11.8 18.7 27.5
Numeracy 0 1 2-3 4-5
7.5 11.8 18.7 27.5
12.3 22.2 33.8 55.6
Reading 0 1 2-3 4-5
13.6 26.7 29.5 48.4
Reading 0 1 2-3 4-5
13.6 26.7 29.5 48.4
17.8 33.9 43.1 68.3
Understanding C-to-B Ratios Let’s see how these deflections appear graphically…
A – Positive (Normal)
FSA
PASSED DID NOT
EDI
NOT VULNERABLE VULNERABLE = “off diagonals”
6
The Council for Early Child Development
Putting Science into Action for Children
B – Negative Deflection
C – Positive Deflection
Calculating C-to-B Ratios D- Negative (Normal)
Recall that…
FSA NOT PASSED PASSED
EDI
NOT VULNERABLE
A
B
VULNERABLE
C
D
CBR=
/( /(
+ +
) )
In essence, the CBR represents the ratio of positive to negative deflections
Vancouver
Divergence: The development of children from higher vulnerability neighbourhoods, over time, falls behind that of children from lower vulnerability neighbourhoods.
Howe Sound
Convergence: Children from higher vulnerability neighbourhoods tend to catch up, over time, with children from lower vulnerability neighbourhoods.
7
The Council for Early Child Development
Putting Science into Action for Children
Want more info?
www.earlylearning.ubc.ca
8