Life is a learning curve Maresa Duignan Early Years Education Policy Unity Department of Education and Science Office for the Minister of Children and.

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?