Transcript 13-TE-Additional-KIndergarten-Day-Copy

Star of the Sea
Primary School
All day
4 day
4 Year-Old Kindergarten Option
Why?
Brain Research
Experience
Economic factors
Opportunity
AEDI
Mandate
Why Not?
How?
Who?
Frequently Asked Questions?
Is it compulsory?
What if I cannot afford it?
Will my child be disadvantaged by not attending?
Will my child be advantaged by attending?
If my child does not attend will we need to pay for the fourth day?
Will there be any local research done on the benefits or otherwise of
the fourth day?
Will children develop an aversion or resistance to going to school if
they are going four days?
What will the children do on the 4th day.
The future?
Research links
YouTube
• Full Day Kindergarten
• Charles Pascal
• Jim Grieve
• Alana Mitchell
• Fraser Mustard
• AEDI
Google
Fraser Mustard – “Early Childhood Development and Experience based
brain development…: Nov 2006
James Heckman
Trevor Parry
03080
Experience-Based Brain development in
the early years of life sets neurological
and biological pathways that affect
throughout life:
Health
Learning
Behaviour
Research behind decisions made in
other places
03-013
The Hostage Brain , Bruce S. McEwen and Harold M. Schmeck, Jr., 1994.
04-039
Two Neurons
Axon
RECIPIENT
NEURON
Synapse
SIGNALSENDING
NEURON
Dendrite
04-042
SENSING
PATHWAYS
04-212
Sound
Vision
Smell
Touch
Proprioception
Taste
Neal Halfon
07-123
Brain Pathways
“Higher levels of brain circuits depend on
precise, reliable information from lower
levels in order to accomplish their function.
Sensitive periods for development of lower
level circuits ends early in life.
High level circuits remain plastic for a
longer period.”
Knudsen 2004
03-012
Synaptic Density
At Birth
6 Years Old
14 Years Old
Rethinking the Brain, Families and Work Institute, Rima Shore, 1997.
01-003
Human Brain Development –
Language and Cognition
Language
Sensing
Pathways
(vision, hearing)
-6
-3
3
0
Months
6
9
Higher
Cognitive Function
1
4
8
12
Years
16
AGE
C. Nelson, in From Neurons to Neighborhoods, 2000.
04-200
Early Child Development and Language
Starts early – first 7 months
Sets capability for mastering
multiple languages
Sets literacy and language trajectories
02-001
Vocabulary Growth – First 3 Years
Vocabulary
1200
High SES
Middle SES
600
Low SES
0
12
16
20 24
28 32 36
B. Hart & T. Risley, Meaningful Differences in Everyday
Age - Months Experiences of Young American Children, 1995
08-022
Levels of Literacy:
A Reflection of ECD
Level 1: indicates persons with very poor skills.
Level 2: people can deal with material that
is simple.
Level 3: is considered a suitable minimum for
coping with the demands of everyday life.
Level 4: people who demonstrate command of
higher-order processing skills.
Level 5: competence in sophisticated reading
tasks, managing information and
critical thinking skills.
Socioeconomic Gradients for Adult
Document Literacy Scores
06-114
Mean Scores
350
310
Intern’l Mean
U.S.
270
Canada
Australia
230
Sweden
Finland
190
Chile
0
3
5
7
9
11
13
15
Parents’ Education (years)
17
19
OECD, 2000
07-105
Allostasis & Allostatic Load
(Stress)
Limbic HPA Pathway
05-212
Limbic HPA Pathway - Stress
Cortisol – Over Production
Behaviour, depression, diabetes, malnutrition,
cardiovascular disease, memory, immune
system, drug and alcohol addiction
Cortisol – Under Production
Chronic fatigue syndrome, fibromyalgia, immune
system (autoimmune disorders) rheumatoid
arthritis, allergies, asthma
03-002
Sensory
Stimulus
Thalamus
Cortex
Amygdala
+
+
Hippocampus
Hypothalamus
-
-
PVN
Cortisol
Cortisol
CRF
PIT
ACTH
Adrenal
Cortex
LeDoux, Synaptic Self
05-213
Stress Pathway and Sensory Stimuli
Touch in the Early Period is Critical
Rats – Mothers licking pups (High
versus Low Grooming)
Monkeys – Peer vs mother rearing
Humans - Attachment
05-056
Individual differences in stress reactivity of the adult are
determined by maternal behaviour during infancy
HIGH Licking
& Grooming
LOW Licking
& Grooming
Development of
Stress Reactivity
Modest Stress
Reactivity
Reduced Risk
for Disease
Increased Stress
Reactivity
Increased Risk for Heart
Disease, Type II Diabetes,
Alcoholism, Affective
Disorders, Brain Aging, etc.
M. Szyf
08-014
Epigenetics
The process by which normal gene
expression is altered by experience.
Genotype vs Phenotype
05-059
Hippocampal GR(17) Region 16
(5’ NGFI-A RE) Methylation Timeline
Mean C-Methylation
1.2
0.8
Licking
Low
0.4
Licking
High
0
Embryo
Birth
Pup
Weaning
Adult
Day 20
Day 1
Day 6
Day 21
Day 90
Age
M. Szyf
Serotonin Transporter Gene
Experience
in
Early
Life
Depression
03-089
Age 26
Depression
Risk
.70
S = Short Allele
L = Long Allele
SS
.50
SL
.30
LL
No Abuse
Moderate Abuse Severe Abuse
Early Childhood
A. Caspi, Science, 18 July 2003, Vol 301.
07-001 Experience and Brain Architecture and Function
Early
Affects gene expression and neural pathways
Shapes emotion, regulates temperament and
social development
Shapes perceptual and cognitive ability
Shapes physical and mental health and behaviour
in adult life
Shapes physical activity (e.g. skiing, swimming,
etc.)
Shapes language and literacy capability
EVIDENCE
ABOUT
ECD
05-115
Romanian Adoption Project
Scores at 10.5 Years
CB
EA
RO
IQ
108
99
85
Language
Score
106
99
88
Behaviour
13%
9%
43%
CB - Canadian Born – middle class families
EA - Early Adopted – middle class families
RO - Romanian Orphanage – middle class families
L. Le Mare
Healthy Brain
Unhealthy Brain
Front
Back
Normal Child
Most Active
Romanian Orphan
Least Active
08-010
Romania – BEIP Project
The cognitive outcome of children
who remained in the orphanages
was markedly below that of non
orphanage children and children
taken out of the orphanage and
placed in foster care.
Nelson et al. 2007. Science, v. 318
06-003
1958 British Birth Cohort
Age 45
Cortisol pathway response
correlates with ECD.
Children with poor math skills at
7-16 years have dysfunctional
cortisol secretion patterns at age
45.
Power and Hertzman
05-231
High Scope – Age 40
Age 3 Early Child Development Program
Program No Program
%
%
Arrested 5+ times
36
53
Graduated High School
63
45
Earnings > $20K at age 40
60
40
Schweinhart, 2005
EARLY CHILD
DEVELOPMENT AND
PARENTING CENTRES
06-001
Success by Ten
Early Child Development
Intervene early
Intervene often
Intervene effectively
Ludwig and Sawhill,
Brookings Institution
07-055
What Provides the Best Results?
Centre Based Programs that:
Start Early
Involve Parents
Home Visiting
Qualified Staff in Neuroscience and
Development
99-004
Source of Brain Stimulation
parent-oriented
child-oriented
age 0
1
2
3
4
5
6
Components of Early Childhood Development and
Parenting Centres:
ECD & care (parental and non-parental) arrangements
Play-based learning
Resources
Prenatal & postnatal supports
Nutrition programs
05-029
Early Child Development
and Parenting Centres
Offer from conception to school entry
Provide support for parents
Learn parenting by doing
Provide non-parental care
Link to and integrate with primary schools
Detect development problems early
07-062
Staff
Six Key Areas of Work
1. Quality of Adult Child Verbal Interaction
2. Touch & Adult Holding
3. Knowledge of Experience-Based Brain
Development
4. Understanding that Appropriate Play is
Problem-Based Learning
5. Helping Children’s Emotional Development
6. Helping Parents Learn Parenting in the
Centre
03-116
OUTCOME
MEASURES
03-085
Early Development Instrument (EDI)
Physical health and well-being
Social knowledge and competence
Emotional health/maturity
Language and cognitive development
Communication skills and general
knowledge
Australia – AEDI
Children 5-6 yrs.
07-027
% Vulnerable
40
30
20
10
Q1
Q2
Q3
Q4
SES - Income
Q5
Q6
06-148
Vancouver EDI
Numeracy
# of
Vulnerabilities
% Failing
Grade 4
% Not Passing
Grade 4
0
1
2-3
4-5
7.5
11.8
18.7
27.5
12.3
22.2
33.8
55.6
Hertzman, HELP, 2006
07-161
Suburb AEDI and School Performance
Suburb
AEDI
% Children
Vulnerable
on One AEDI Test
Port Augusta
27
43
33 *
16
32
23 **
10.5
13.1
11.7
10 *
* includes exempted
11.6
10.2
Alberton
43.1
Tests Year 3 Students
Reading Writing Numeracy
% below benchmark
** excludes exempted
8 **
07-204
Decrease in the % of vulnerable children as a
result of improved ECD in Western Australia
Year
2003
2006
Floreat
47.22%
14.3%
Wembley
47.11%
11.8%
AEDI
AEDI
Regional data
Percent at risk or vulnerable
35
30
25
20
Series1
Series2
Series3
15
Series4
10
5
0
Physical and Health
Social competence
Communication and
General Knowledge
Emotional Maturity
Language and cognition
Vulnerable on 1 or more domains = 20%
Vulnerable on 2 or more = 7%
SOCIOECONOMIC
CONSIDERATIONS
06-078
Heckman - Education
Schools contribute little to test score
gaps among children.
Later schooling has little effect in
reducing the gaps that appear early.
Criminal rehabilitation and adult
literacy programs have limited effect.
02-056
Policies to Foster Human Capital
"We cannot afford to postpone investing in
children until they become adults nor can we
wait until they reach school - a time when it
may be too late to intervene."
Heckman, J., 2001
(Nobel Prize Economics, 2000)
Rates of Return to Human Development
03-074
Investment Across all Ages
8
6
Pre-school Programs
Return
Per
$
Invested 4
School
R
Job Training
2
PreSchool
0
School
6
Post School
18
Age
Carneiro, Heckman, Human Capital Policy, 2003
04-046
Council for Early Child
Development
Objective:
To establish ECD and Parenting Centres
linked to the school system, supported
by all sectors of society, including
business and government, that is
universally available to all families with
young children.
07-098
07-101
Council for Early
Child Development
“From Early Child Development
to Human Development:
Capacity of our Future
population depends on what we
do now to support Early Child
Development.”
.
04-045
Council for Early Child
Development
Chair – Dr. Robin Williams
Vice Chair – Dr. Frieda Granot
Vice Chair – Jim Grieve
President – Dr. Clyde Hertzman
C.O.O. – John Doherty
401 Richmond St. W., Suite 277
Toronto, ON, M5V 3A8
[email protected]
For more information:
http://www.councilecd.ca
Phasing in 1 Additional Day in Kindergarten
2013 Term 4 - 1 x day voluntary, user pays.
2014 Term 3 & 4 - 1 x day voluntary, user pays.
2015 Term 3 & 4 - 1 x day voluntary, user pays.
Fees
Fee in 2013 for Term 4, 1 additional day attendance = $40$50
Payable up front in full prior to term 3 finish. Attendance
voluntary.
The health card discount is already passed on to qualifying
families so cannot be used again. The fee for the additional
day will be invoiced with two payment options:
Option 1 - 100% up front payment.
Option 2 – two installments of 50% each.
Any outstanding amount at the end of the year will be rolled
over to the following year. Those who are carrying forward an
outstanding balance will be required to enter the Direct Debit
Fee in 2014 - $40 -$60 depending on numbers.
Expressions of Interest sought in Term 1.
Commitment by end of Term 1.
Fees distributed across Term 2 and 3 accounts.
No refund for withdrawal. Attendance voluntary.
The health card discount is already passed on to qualifying families so
cannot be used again. The fee for the additional day will be invoiced
with two payment options:
Option 1 - 100% up front payment.
Option 2 – two installments of 50% each.
Outstanding amount at the end of the year rolled over to
following year. Those carrying forward an outstanding
balance required to enter Direct Debit payment option.
Fee in 2015 - $40 -$60 depending on numbers.
Expressions of Interest sought in Term 1.
Commitment by end of Term 1.
Fees distributed across Term 2 and 3 accounts.
No refund for withdrawal.
Attendance voluntary.
No Health card discount
Fee for the additional day will be invoiced with 2 payment
options:
Option 1 - 100% up front payment.
Option 2 – two installments of 50% each. Outstanding
amount at end of year rolled over to following year. Those
carrying forward outstanding balance required to enter the
Direct Debit payment option.
Per Day Costs based on 19 students
Per Day Costs based on 20 students
1 x Teacher Salary
1 x Teacher Salary
1 x Teacher Assistant Salary
2 x Teacher Assistant Salaries
Oncosts Consumables &
Classroom expenses
Oncosts Consumables &
Classroom expenses
TOTAL COSTS - $38,000 per year
TOTAL COSTS - $48,000 per year
Divided by 19 Students - $2,000 pa
Divided by 20 Students - $2,400 pa
Divided by 40 weeks - $50 per week
Divided by 40 weeks - $60 per week
Per Day Costs based on 25 students
Per Day Costs based on 30 students
1 x Teacher Salary
1 x Teacher Salary
2 x Teacher Assistant Salaries
2 x Teacher Assistant Salaries
Oncosts Consumables & Classroom
expenses
Oncosts Consumables & Classroom
expenses
TOTAL COSTS - $48,000 per year
TOTAL COSTS - $48,000 per year
Divided by 25 Students - $1,920 per
year
Divided by 30 Students - $1,600 per
year
Divided by 40 weeks - $48 per week
Divided by 40 weeks - $40 per week