On Buckets Banks and Hearts Aligning Early Childhood

On Buckets, Banks, and Hearts: Aligning Early Childhood Standards and Systems Build Conference on Quality Rating/Improvement Systems Minneapolis, MN June 4, 2008 Sharon L. Kagan, Ed. D. Teachers College, Columbia University

Presentation Overview Part I: Part III: Part IV: Part V: Part VI: Defining Systems Defining Standards The Heart of the Matter Role of Standards in Advancing an Early Learning and Development System Examples Next Steps

Part I: Defining Systems A. The Garden B. The Line Charts C. The Venn Diagram

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 System Type A: The Garden or the System of Early Care and Education

Defining Systems • One conceptualization, advanced in the late 1990 s 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 Programs FPCC FS/FL HS Infrastructure CC PK

The Early Care and Education System Programs HQ FS/FL HQ HS HQ CC HQ PK HQ FPCC Infrastructure 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.

Improving Quality and Regulation Personnel & Professional Development Financing Gears: Need to work in all areas to move the infrastructure Informed Families, Informed Public Governance ECE/K-12 Linkages Standards, Assessment, and Accountability

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.

Defining Systems System Type B: The Line Charts or the System of Early Childhood Education

The Early Childhood System VIII. Comprehensive Services Health, Mental Health, Oral Health Early Care and Education K-3 Education I. Quality Settings VII. Education in II. ECE Professional and Workforce VIII. the Early Grades III. Development III. Informed Families, Informed Public IV. Accountability/Results Orientation V. Adequate ECE Financing VI. BIRTH Governance and Coordination AGE 5 AGE 8

The Early Childhood System Approach Took Root in the Policy Matters Project • 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 communitybased programs

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 I Taking Stock Phase II Political Context Phase III Setting Priorities

Assessing the Early Childhood System • In the first phase, the policy audit, states assessed their system in eight policy domains: 1. 2. 3. 4. 5. 6. 7. 8. Quality ECE Settings Professional and Workforce Development Informed Families, Informed Public Accountability and Results Orientation Financing Governance Education in the Early Grades 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.

Domain I: Quality ECE Settings Phase I Taking Stock

Domain II: Professional and Workforce Development Phase I Taking Stock

Domain III: Informed Families & Informed Public Phase I Taking Stock

Domain IV: Accountability & Results Orientation Phase I Taking Stock

Domain V: Adequate ECE Financing Phase I Taking Stock

Domain VI: Governance and Coordination Phase I Taking Stock

Domain VII: Education in the Early Grades Phase I Taking Stock

Domain VIII: Health, Oral Health, Mental Health Phase I Taking Stock

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.

Defining Systems System Type C: The Venn Diagrams or the System of Services for Young Children

System of Services 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

Early Learning Health, Mental Health and Nutrition Family Support Special Needs/ Early Intervention

Early Learning Governance Standards for Children, Capacity-Building and Practitioners, and Professional Programs Development Health, Mental Health Planning, Engagement and Nutrition Monitoring, R&D Outreach Quality Improvement and Accountability Special Needs/ Early Intervention Financial Supports Family Support

System of Services for Young Children

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: Ü Ü Feasibility Strategy Timeliness State Variation

Part II: Defining Standards

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

What Are Standards? The skills one demonstrates to be certified as a (teacher, doctor)

Why Are Standards Important? • • • 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

Buckets of Standards I. Early Learning & Development Standards II. Family Competencies IV. Program/School Standards Access to Services III. Teacher Standards VI. Systemic Effectiveness

I. Defines what children should know and be able to do. 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.

II. Defines what families should know and do to advance their young children’s health, development, and education. 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.

III. Defines what teachers should know and do to advance their students’ learning. 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.

IV. Defines the nature of the program or school. 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.

V. Defines the nature & amount of children who have access to diverse services. 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.

VI. 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.

Part III: The Heart of the Matter

But at the Heart of the Matter are ELDS. I. I. Early Learning & Development Standards that specify what children know and can do

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 By age four, children should be able to… • • Run around obstacles and corners; Walk up and down stairs, alternating feet, without assistance; Throw and catch large balls; and Kick ball forward.

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.

Approaches Toward Learning By age four, children should be able to… • 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 By age four, children should be able to… • • 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.

Cognition and General Knowledge By age four, children should be able to… • 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.

But there is something else that’s really important about ELDS: they are HEART of the new Early Childhood System

Early Learning & Development Standards

Part IV: The Role of ELDS in Advancing an Early Learning and Development System

ELDS: The Basis for an Early Learning and Development System Evaluate Programs and Monitor National Progress Basis for QRIS Improve Curriculum Improve Instruction Early Learning & Development Standards Improve Public Knowledge of Children’s Development Improve Parenting Skills and Behaviors Improve Teacher Preparation

The ELDS can be considered as a Bank or a Bank Book 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

Use 1: Checklist to Improve Instruction • 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 2: Develop Curriculum • Approaches: – Create thematic units that build upon the standards. – Units focus on an idea or theme, and teachers and children “web” activities related to theme that cover all domains of development.

Use 3: Promote Parenting Education • 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 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

Use 5: Improve QRIS • 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 6: Evaluate Programs and Monitor National Progress • 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 7: Improve Public Knowledge • 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.

The ELDS are the basis for creating an integrated 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

Part V: Examples

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

Examples Country 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 Instruction X Parenting X Teacher Train X Program Evaluation X X X Public Advocacy X Policy Devel. As of 2006, to be updated X X X x X National Monitoring X X

Examples Thailand • 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 Ghana • 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 • Historic new approach to service delivery “It has established a historical precedent of systematic work and production within ECD issues. ” - Susazana Sanchez, Paraguay

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

Part VI: Next Steps for Us/US

Next Steps for Us/US Some Things We Know 1. No entitlement as in public education 2. Limited infrastructure supports 3. No formal and clear delivery system; a non-system of micro-enterprises 4. No guaranteed funding 5. Regarded by some as an intrusion into family rights 6. 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/US Some 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?

Next Steps for Us/US • 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 • 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] Curriculum Assessment [Teachers] Teacher Performance Standards Teacher Prep Curriculum Credential [Parents] ELDS Content Standards Parenting Education Program Standards QRIS [Programs & Services] H/MH Structural System Governance Finance Accountability • Monitoring • Data Systems • Evaluation Planning Communications

Early Childhood System B STRUCTURAL SYSTEM Governance Finance Accountability • Monitoring • Data Systems • Evaluation Communications Planning Quality Improvement System Program Standards Licensing Monitoring Accountability QRS Teacher Standards Teacher PD System Credential Ongoing PD Pedagogical System ELDS Content Standards Curriculum Assessment

Next Steps for Us/US • Whether you accept this diagram or draw one of your own, we do need to come to terms with some common vision of: 1. What we really mean by SYSTEM. 2. How we foster its SYSTEMATIC development.