/Key-Note-Hertzman1

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.

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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

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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

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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

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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

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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”

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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.

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The Council for Early Child Development

Putting Science into Action for Children

Want more info?

www.earlylearning.ubc.ca

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