Starting Strong III: A Quality Toolbox for Early Childhood Education and Care
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Curriculum or standards can:...

Curriculum or standards can:
Ensure even quality across different settings
Help staff to enhance their pedagogical strategies
Help parents to better understand child development

There is a need to:
Go beyond “curriculum dichotomies” – academic vs. comprehensive approach.
Consolidate the “added value” of different approaches.

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Starting Strong III: A Quality Toolbox for Early Childhood Education and Care Presentation Transcript

  • 1. Joint-Presentation: Starting Strong III: A Quality Toolbox for Early Childhood Education and Care Encourage
    • Miho Taguma
      • Senior Policy Analyst
      • Directorate for Education, OECD
    • Jacqueline Jones
      • Chair of the OECD Network on
      • Early Childhood Education and Care
    The OECD ECEC Team: Miho Taguma, Ineke Litjens, Janice Heejin Kim, Kelly Makowiecki, Matias Egeland
  • 2. What’s new in SSIII?
    • ECEC in general
    • Policy suggestions
    • Focus on Quality
    • Practical solutions to answer FAQs
    • Online version
    • Supplementary materials
  • 3. What does “ Quality ” mean in ECEC? 5 Key Policy Levers
  • 4. For Each Lever: 5 Tools to Answer FAQs Let us take an example: PL 2: Curriculum and Standards
  • 5. FAQ1 : Why is “ Policy Lever X ” important? Tool 1. Research Briefs/Highlights
      • Curriculum or standards can :
      • Ensure even quality across different settings
      • Help staff to enhance their pedagogical strategies
      • Help parents to better understand child development
      • There is a need to:
      • Go beyond “curriculum dichotomies” – academic vs. comprehensive approach.
      • Consolidate the “added value” of different approaches.
  • 6. Example . Effects of a cademic and comprehensive approaches on different child developments Source : Pianta et al ., 2010; Eurydice, 2009; Laevers, 2011; Schweinhart and Weikart, 1997. Which "model" is likely to improve a child's... Academic Comprehensive IQ scores X Motivation to Learn X Literacy and Numeracy X Creativity X Independence X Specific Knowledge X Self-confidence X General Knowledge X Initiative X Short-term outcomes X Long-term outcomes X X
  • 7. FAQ2 : How do we compare with others? Tool 2. International Comparative Tables/Figures Source : OECD Network on Early Childhood Education and Care’s “Survey for the Quality Toolbox and ECEC Portal”, June 2011.
      • Many OECD countries focus on literacy and numeracy .
      • “ Play ” is being highlighted – either mainstreamed or distinct.
      • Some include newly emerging elements , aligned with school curriculum.
  • 8. FAQ3 : What are other countries doing to tackle the challenge we are facing? Tool 3. Strategies Undertaken by Countries
    • Examples of Strategies:
      • Providing supplementary materials
      • AUS, BFL, ENG, EST, IRL, JAP, KOR, NZL, NOR, MEX, POR, SCO, SLN, SLV, SWE
      • Involving stakeholder in the design process for stakeholder buy-in
      • AUS, BFL, NOR, SCO, SLN
      • etc.
      • Example of Common Challenges:
      • Effective implementation
  • 9. FAQ4 : How can we manage risks of policy failures or any unintended consequences? Tool 4. Lessons Learnt
      • Examples of reported lessons: .
      • Plan sufficient time for implementation.
      • Include managers/leaders for training.
      • Use simple language.
      • etc…
  • 10. FAQ5 : Where can we start ? Tool 5. Self-reflection Sheets
      • Objectives:
      • Not a benchmarking exercise
      • To raise awareness about new or possible issues
      • Examples of questions:
      • The curriculum is aligned with school curriculum to manage smooth transition from ECEC to compulsory school.
      • etc.
  • 11. How can SSIII be useful for a country at the user end?
  • 12. Starting Strong III: A Helpful Tool for Race to the Top - Early Learning Challenge
  • 13. RTT-ELC
    • Prepare more children to enter kindergarten ready to succeed in school:
    • $500M
    • Improve quality of early learning programs
    • Build coordinated state-wide early learning and development systems (across sectors)
    • Jointly administered by ED and HHS
  • 14. Competition Frame
    • Require “ambitious yet achievable” plans
    • Reward demonstrated success
      • More points for having implemented a high quality initiative than for proposing a very good plan
  • 15. Key Reform Areas
    • Successful State Systems
    • High-quality Accountable Programs
    • Promoting Early Learning and Development Outcomes for Children
    • A Great Early Childhood Workforce
    • Measuring Outcomes and Progress
  • 16. Competition Results
    • 37 applications
    • Nine winners
      • North Carolina, Massachusetts, Washington, Delaware, Ohio, Maryland, Minnesota, Rhode Island, and California
    • No Losers!
    • Next Step - Implementation
  • 17. Starting Strong III
    • Models of good practice through international comparisons
    • Research for policy maker
    • Research for public awareness
    • Continue reflection on practice and policies