Advancing the ECCD Agenda

1. Advancing the ECCD Agenda Amman Jordan, March 22-25, 2010 Basma Faour Dhofar University, Sultanate of Oman

2. Mapping Early Childhood Services and Programmes in Arab Countries

3. Introduction to the Study • Descriptive overview • Reliance of data compiled through largely Internet and desk-based research (paucity of data, secondary sources) • Complexity of the multifaceted and multidimensionality of the context (definition, country, stakeholders) • Debate over the Definition • Discussion of programmes

4. Scope of the Study Governance Access and Supply Financing Quality Dimensions Mapping the Programmes SWOT Analysis Knowledge Base Innovative Practices Recommendations 4

5. Split system of care and education Programmes for 0-3 Programmes for 3-6? Lead ministry??? Governance Data for nonformal, informal and formal programmes Governing bodies Ministries of Health, Social Affairs and Education National Councils on Childhood

6. % higher at age 5 than at 4 (Jordan and Lebanon) • Low access • Societal and cultural views • Maternity leave • Female labor participation • Provisions in the work place • High cost (low child/staff ratio) Children 3-6? Children 0-3 Rural and Urbanareas Boys outnumber girls in Morocco and Yemen Access and Supply New Education Laws in the past decade Public Private National Commitment 90% in Morocco in Koranic Kuttabs

8. Financing Programmes for 0-3 require different funding than half-day or full-day preschool programs Worldwide – programmes for under 3’s are also limited Budget is part of the general budget allocated for education- lack of precise data on early childhood programmes

9. About Quality Quality Dimensions • Definition of Quality • Western Values and Standards • Quality is mutlidimensional, complex, and multi-theoretical (Moss & Dahlberg, 2008) • Performance Indicators in different contexts and cultures (Myers, 2004) • Quantity versus quality • Economic Benefits (Heckman, 2000, 2006) • Teacher Qualifications Qualified teachers Professional Development Child outcomes Short term Long term Relationships Leadership Class Size Child-staff ratio Physical Environment Child-centered curriculum Play is a child’s work

10. Major Longitudinal Studies for Disadvantaged Children

11. Alternative Paths Leading to Social Competence (Arthur J. Reynolds) Adolescence Ages 12- Early Childhood Ages 3-9 Ages 5-12 Motivation Self-efficacy Perceived competence Persistence in learning Exogenous Conditions Gender Socio-Environmental Risk Neighborhood Attributes MA Social Competence Behaviors School Achievement and Performance Retention in Grade Receiving Special Education Services Delinquency and Crime Child Maltreatment Participation in Social Services Educational Attainment MA Developed Abilities Cognitive development Literacy skills Pre-reading/numeracy skills CA CA Program Participation Timing Duration Intensity SA Social Adjustment Classroom adjustment Peer relations Self-regulating skills SA FS FS Family Support Parent-child interactions Home support for learning Participation in school Parenting skills SS MA= Motivational Advantage CA = Cognitive Advantage SA = Social Adjustment FS = Family Support SS = School Support SS School Support Quality of school environment Classroom environment School-level performance

12. Key Elements of Effective Programs • Chicago study (Arthur J. Reynolds, Institute of Child Development) • Start early • Target higher risk children age 3 to 9. • Think of duration • Extend intervention to third grade and use a school delivery system. • Provide comprehensive services. This includes physical health and social services. • Offer a multi-faceted parent program. • Create a child-centered curriculum. • Small class sizes. • Provide regular staff development. • Evaluate implementation and outcome (accountability system).

14. MOCEP (Mother Child Education Program)

15. Preschool Education Project & Mother-Child Program (Palestinian Refugee camps in Lebanon)

23. SWOT Analysis Strengths What did we really do well in our efforts to advance the field of early childhood in the Arab countries? Weaknesses What didn’t we do well in relation to our focus? Why? Where do we go from here? Opportunities What are the potential opportunities that this study offers us to improve or continue with practices? Challenges/Risks What are some potential risks to the field and stakeholders?

24. Strengths What did we really do well in our efforts to advance the field of early childhood in the Arab countries? National Commitment to Gender Parity and Early Childhood Education Role of National Councils on Childhood

25. Weaknesses What didn’t we do well in relation to our focus? Why? Access and Affordability A fair start for all makes it possible to influence socio-economic and gender-related inequities (Heckman) Split System between the traditional “education” and “care” EFA goals have shifted from care and development and emphasis on family to a greater attention to education Coverage and Quality Quantity versus quality of services and staff

26. Opportunities What are the potential opportunities that this study offers us to improve or continue with practices? It Takes a Village to raise a child- African Proverb Parents Empowerment Media and Technology • Other Factors • Universities • Capacity Building NGOs

27. Challenges/Risks What are some potential risks to the field and stakeholders? Transition to School Schools ready for children OR Children ready for school? Value and Belief System about Childhood Knowledge Base One centralized data center Tracking system of programmes across multiple years

28. Funding Recommendations School Transition Keep the “Fun” in Fundamentals Bridge Research, Practice, & Policy in the Field of Early Childhood Education Areas of Research Networking Alternative Cost-Effective Programs

29. Child-Parent Centers Child-Parent Center Preschool/Kindergarten (Wing or Building) Elementary School Grades 1 to 3 Principal Head Teacher Curriculum Parent-Resources Teacher Outreach Services Parent Component Curriculum Component Health Services Parent Component Curriculum Component School-Wide Services Reduced Class Size Teacher Aides Instructional Materials Individualized instruction Inservices School-Community Representative Resource Mobilization Home Visitation Parent Conferences Parent Resource Teacher Parent Room Activities Classroom Volunteering School Activities Home Support Language Focus Small Class Sizes Inservice Training Health Screening Nursing Services Free + Reduced- Price meals Parent Room Activities Classroom Volunteering School Activities Home Support Health Services School-Community Representative Free + Reduced- Price meals Resource Mobilization Age 3 To Age 9 Thinking about School Transition Arthur J. Reynolds (2004)

30. Final Thoughts • The earlier you start the better, the longer the better • The promise of kindergarten as “garden of children” no longer holds true. Now there are thorns. Need to discard the notion that “frills steal time from drills” (Mimi Brodsky Chenfeld, kindergarten teacher for 53 years and author)

31. Human beings displaying ‘active harm’ (Sue Gerhardt) • “The babies who are born now and in the years to come will be the adults who nurse us in our old age, who manage our industry, who entertain us, who live next door. What kind of adults will they be? Will they be emotionally balanced enough to contribute their talents, or will they be disabled by hidden sensitivities?” (Gerhardt, 2004, p 218 cited in Gammage, 2008).