On buckets banks and hearts aligning early childhood standards and systems
This presentation is the property of its rightful owner.
Sponsored Links
1 / 90

On Buckets, Banks, and Hearts: Aligning Early Childhood Standards and Systems PowerPoint PPT Presentation


  • 56 Views
  • Uploaded on
  • Presentation posted in: General

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: Defining Systems

Download Presentation

On Buckets, Banks, and Hearts: Aligning Early Childhood Standards and Systems

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


On buckets banks and hearts aligning early childhood standards and systems

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

Presentation Overview

Part I: Defining Systems

Part II:Defining Standards

Part III: The Heart of the Matter

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

Part V:Examples

Part VI:Next Steps


Part i defining systems a the garden b the line charts c the venn diagram

Part I:Defining SystemsA. The GardenB. The Line ChartsC. The Venn Diagram


Defining systems

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:

    • Early Care and Education?

    • Early Childhood Education?

    • Services for Young Children?


Defining systems1

Defining Systems

System Type A:

The Garden

or the System of

Early Care and Education


Defining systems2

Defining Systems

  • One conceptualization, advanced in the late 1990s 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

The Early Care and Education System

Programs

FPCC

PK

HS

CC

FS/FL

Infrastructure


The early care and education system1

The Early Care and Education System

Programs

HQ

FPCC

HQ

PK

HQ

FS/FL

HQ

HS

HQ

CC

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.


On buckets banks and hearts aligning early childhood standards and systems

Gears: Need to work in all areas to move the infrastructure

Personnel & Professional Development

Improving Quality and Regulation

Financing

Informed Families, Informed Public

Standards, Assessment, and Accountability

Governance

ECE/K-12 Linkages


The early and education system

The Early and Education System

  • It advanced two major propositions, each framed as a formula:

    System =

    Programs + Infrastructure

    and

    8-1 = 0


Defining systems3

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 systems4

Defining Systems

System Type B:

The Line Charts

or the System of

Early Childhood Education


The early childhood system

  • K-3 Education

  • Education in

  • the Early Grades

  • Early Care and Education

  • Quality Settings

  • ECE Professional and Workforce

  • Development

  • Informed Families, Informed Public

  • Accountability/Results Orientation

  • Adequate ECE Financing

The Early Childhood System

Comprehensive Services

VIII.Health, Mental Health, Oral Health

Governance

VI.Governance and Coordination

BIRTH

AGE 5

AGE 8


The early childhood system approach took root in the policy matters project

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 community-based programs


Assessing the early childhood system

Phase I

Taking

Stock

Phase II

Political Context

Phase III

Setting Priorities

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


Assessing the early childhood system1

Assessing the Early Childhood System

  • In the first phase, the policy audit, states assessed their system in eight policy domains:

    • 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 system1

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 I: Quality ECE Settings


Domain ii professional and workforce development

Phase I

Taking

Stock

Domain II: Professional and Workforce Development


Domain iii informed families informed public

Phase I

Taking

Stock

Domain III: Informed Families & Informed Public


Domain iv accountability results orientation

Phase I

Taking

Stock

Domain IV: Accountability & Results Orientation


Domain v adequate ece financing

Phase I

Taking

Stock

Domain V: Adequate ECE Financing


Domain vi governance and coordination

Phase I

Taking

Stock

Domain VI: Governance and Coordination


Domain vii education in the early grades

Phase I

Taking

Stock

Domain VII: Education in the Early Grades


Domain viii health oral health mental health

Phase I

Taking

Stock

Domain VIII: Health, Oral Health, Mental Health


Defining systems5

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 systems6

Defining Systems

System Type C:

The Venn Diagrams

or the System of

Services for Young Children


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 children1

System of Services for Young Children


System of services for young children2

System of Services for Young Children


System of services for young children3

System of Services for Young Children


System of services for young children4

System of Services for Young Children


System of services for young children5

System of Services for Young Children


System of services for young children6

System of Services for Young Children


System of services for young children7

System of Services for Young Children


System of services for young children8

System of Services for Young Children


System of services for young children9

System of Services for Young Children


On buckets banks and hearts aligning early childhood standards and systems

Early

Learning

Health, Mental Health and Nutrition

Family Support

Special Needs/ Early Intervention


On buckets banks and hearts aligning early childhood standards and systems

Governance

Standards for Children, Practitioners, and Programs

Capacity-Building and Professional Development

Planning, Monitoring, R&D

Engagement and Outreach

Quality Improvement and Accountability

Financial Supports

Early

Learning

Health, Mental Health and Nutrition

Family Support

Special Needs/ Early Intervention


System of services for young children10

System of Services for Young Children


Defining systems7

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:

    • Feasibility

    • Strategy

    • Timeliness

    • State Variation


Part ii defining standards

Part II:Defining Standards


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

What Are Standards?

Common Standards…

the weight a child should achieve at birth to be considered healthy


What are standards1

What Are Standards?

The skills one demonstrates to be certified as a (teacher, doctor)


On buckets banks and hearts aligning early childhood standards and systems

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

Why Are Standards Important?


Buckets of standards

Buckets of Standards

I. II. III.

Early Learning & Development Family Competencies Teacher Standards

Standards

IV. V. VI.

Program/School StandardsAccess to Services Systemic Effectiveness


On buckets banks and hearts aligning early childhood standards and systems

Defines what children should know and be able to do.

I.

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.


On buckets banks and hearts aligning early childhood standards and systems

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

II.

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.


On buckets banks and hearts aligning early childhood standards and systems

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.


On buckets banks and hearts aligning early childhood standards and systems

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.


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.

Defines the nature & amountof children who have accessto diverse services.

V.


Defines the degree to which elements or disparate services work together

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.

VI.


Part iii the heart of the matter

Part III:The Heart of the Matter


On buckets banks and hearts aligning early childhood standards and systems

But at the Heart of the Matter are ELDS.

Standards that specify what children

know and can do

I.

I.

Early Learning & Development Standards


What are early learning and development standards

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

Physical and Motor Development

Run around obstacles and corners;

Walk up and down stairs, alternating feet, without assistance;

Throw and catch large balls; and

Kick ball forward.

  • By age four, children should be able to…


Social emotional development

Social & Emotional Development

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.

  • By age four, children should be able to…


Approaches toward learning

Approaches Toward Learning

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.

  • By age four, children should be able to…


Language literacy and communication

Language, Literacy, and Communication

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.

  • By age four, children should be able to…


Cognition and general knowledge

Cognition and General Knowledge

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.

  • By age four, children should be able to…


On buckets banks and hearts aligning early childhood standards and systems

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


On buckets banks and hearts aligning early childhood standards and systems

System Effectiveness Standards

Access to Service Standards

Program/School Standards

Teacher Standards

Family Standards

Parenting Standards

Early Learning & Development Standards


Part iv the role of elds in advancing an early learning and development system

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


Elds the basis for an early learning and development system

ELDS: The Basis for an Early Learning and Development System

Improve Instruction

Evaluate Programs and Monitor National Progress

Improve Parenting Skills and Behaviors

Early Learning & Development Standards

Improve Teacher Preparation

Basis for QRIS

Improve Public Knowledge of Children’s Development

Improve Curriculum


On buckets banks and hearts aligning early childhood standards and systems

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 1: Checklist to Improve Instruction


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 the theme that cover all domains of development.

Use 2: Develop Curriculum


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 3: Promote Parenting Education


Use 4 improve teacher preparation

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 5: Improve QRIS


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 6: Evaluate Programs and Monitor National Progress


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.

Use 7: Improve Public Knowledge


On buckets banks and hearts aligning early childhood standards and systems

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

Part V:Examples


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


Examples1

Examples

As of 2006, to be updated


Examples2

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

Thailand


Examples3

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

Ghana


Examples4

Historic new approach to service delivery

“It has established a historical precedent of systematic work and production within ECD issues.”

- Susazana Sanchez, Paraguay

Examples


Examples5

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

Part VI:Next Steps for Us/US


Next steps for us us

Next Steps for Us/US

Some Things We Know

  • No entitlement as in public education

  • Limited infrastructure supports

  • No formal and clear delivery system; a non-system of micro-enterprises

  • No guaranteed funding

  • Regarded by some as an intrusion into family rights

  • High-quality early education programs make a huge difference and save money.

  • Overall, the quality of early education programs is poor.


Next steps for us us1

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 us2

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 us3

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 us4

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

Early Childhood System A

Pedagogical or Early Learning and Development System

Content Standards

Curriculum

Assessment

[Children]

Teacher Performance Standards

Teacher Prep Curriculum

[Teachers]

Credential

ELDS

Parenting Education

[Parents]

Parenting Standards

[Programs & Services]

Program Standards

QRIS

H/MH

Structural System

Governance

Finance

  • Accountability

  • Monitoring

  • Data Systems

  • Evaluation

Planning

Communications


Early childhood system b

ELDS

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

Content Standards

Curriculum

Assessment


Next steps for us us5

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.


  • Login