10 th  Meeting of the OECD Network on ECEC: Focus on “Research” from  Policy Lever 5 of  Starting Strong III <ul><li>Miho ...
<ul><ul><li>Research can be an influential tool  </li></ul></ul><ul><ul><li>to inform policy & practice.  </li></ul></ul><...
Example. Policy Implications of Meta Analysis  Percent of 1 standard deviation Note: *only 1 study in this category. Sourc...
3 common challenges are being reported. <ul><ul><li>Challenge 1: Need for more evidence on the effects of ECEC and cost-be...
<ul><ul><li>Country responses </li></ul></ul><ul><ul><li>Setting out research frameworks with sustained funding to support...
<ul><ul><li>The oldest longitudinal studies were launched in the  United States .  </li></ul></ul><ul><ul><li>The first st...
<ul><ul><li>Since 1990s, a growing number of  other countries  have launched longitudinal studies: </li></ul></ul><ul><ul>...
<ul><ul><li>2000s- </li></ul></ul><ul><ul><li>2010s- </li></ul></ul>AUS Growing Up in Australia 1 st   cohort 5,000 SCO Gr...
<ul><ul><li>Challenge 2: Advancing in under-researched areas/ areas with growing policy interest  </li></ul></ul><ul><ul><...
<ul><ul><li>Country responses </li></ul></ul><ul><ul><li>Expanding research agendas to include: </li></ul></ul><ul><ul><ul...
<ul><ul><li>Challenge 3: Lack of dissemination </li></ul></ul><ul><ul><li>Linking research and policy/ practice – generic ...
<ul><ul><li>Country responses </li></ul></ul><ul><ul><li>Providing financial or in-kind support for ECEC research </li></u...
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10th Meeting of the OECD Network on ECEC: Focus on “Research” from Policy Lever 5 of Starting Strong III

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Research can be an influential tool to inform policy & practice.

It plays a key role in:
Identifying the success or failure of programmes
Prioritising important areas for investment
Informing practices through evidence
Explaining how children grow, ensuring healthy child development

Published in: Education, Technology
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  • These studies have started to reveal new findings regarding early child development or ECEC, or consolidate prior knowledge. This provides further insights into the effects of different types of ECEC programmes worldwide as well as increased knowledge on country-specific ECEC provisions and policies.
  • These studies have started to reveal new findings regarding early child development or ECEC, or consolidate prior knowledge. This provides further insights into the effects of different types of ECEC programmes worldwide as well as increased knowledge on country-specific ECEC provisions and policies.
  • 10th Meeting of the OECD Network on ECEC: Focus on “Research” from Policy Lever 5 of Starting Strong III

    1. 1. 10 th Meeting of the OECD Network on ECEC: Focus on “Research” from Policy Lever 5 of Starting Strong III <ul><li>Miho Taguma, Ineke Litjens, Janice Heejin Kim, Kelly Makowiecki, Matias Egeland </li></ul><ul><li>OECD ECEC Team </li></ul><ul><li>Directorate for Education, OECD </li></ul>
    2. 2. <ul><ul><li>Research can be an influential tool </li></ul></ul><ul><ul><li>to inform policy & practice. </li></ul></ul><ul><ul><li>It plays a key role in: </li></ul></ul><ul><ul><li>Identifying the success or failure of programmes </li></ul></ul><ul><ul><li>Prioritising important areas for investment </li></ul></ul><ul><ul><li>Informing practices through evidence </li></ul></ul><ul><ul><li>Explaining how children grow, ensuring healthy child development </li></ul></ul>
    3. 3. Example. Policy Implications of Meta Analysis Percent of 1 standard deviation Note: *only 1 study in this category. Source : Nores and Barnett (2010). . Comparison of Effect Sizes <ul><ul><li>To improve cognitive and schooling outcomes, ECEC have largest effects. </li></ul></ul><ul><ul><li>To improve health outcomes, nutrition provision and cash benefits have larger effects than ECEC. </li></ul></ul>Nutrition Cash Incentives ECEC Cognitive .26 .17 .35 Social .46* .21 .27 Schooling .11 --- .41 Health .38 .38 .23
    4. 4. 3 common challenges are being reported. <ul><ul><li>Challenge 1: Need for more evidence on the effects of ECEC and cost-benefit analysis </li></ul></ul><ul><ul><ul><li>More data on costs and financing, and policy/programme evaluations </li></ul></ul></ul><ul><ul><ul><li>Balance between quantitative and qualitative research </li></ul></ul></ul><ul><ul><ul><ul><li>Quantitative – consolidating facts, comparing the effectiveness of different programme types/ pedagogical strategies </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Descriptive statistics, correlational studies, experimental/ quasi-experimental research, cost-benefit analysis, etc. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Qualitative – informing practices with local values and democracy </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Case studies, ethnography, narratives, observations, interviews, etc. </li></ul></ul></ul></ul>
    5. 5. <ul><ul><li>Country responses </li></ul></ul><ul><ul><li>Setting out research frameworks with sustained funding to support long-term policy goals </li></ul></ul><ul><ul><ul><li>Launching a longitudinal study at the national/regional level </li></ul></ul></ul><ul><ul><ul><ul><li>(See Table) </li></ul></ul></ul></ul><ul><ul><ul><li>Establishing a national/regional body dedicated to ECEC research </li></ul></ul></ul><ul><ul><ul><li>KOR, AUS, CAN (Manitoba) </li></ul></ul></ul><ul><ul><ul><li>Contracting research to inform policy and practice </li></ul></ul></ul><ul><ul><ul><li>CAN (BC), ENG, FIN, IRL, KOR, NOR, POR,GRB </li></ul></ul></ul>
    6. 6. <ul><ul><li>The oldest longitudinal studies were launched in the United States . </li></ul></ul><ul><ul><li>The first study measuring the impact of participation in preschool on child outcomes dates back to the High/Scope Perry Preschool Project , which started in 1962 . The sample size of this study was small, with only 123 children . </li></ul></ul><ul><ul><li>Other frequently cited studies include: </li></ul></ul>Example. Longitudinal Studies Starting year Name of programme/ study Sample size 1970s Abecedarian Programme 107 1980s Chicago Child Parent Centres 1,539 1990s Cost, Quality, and Outcomes Study 826 NICHD Study of Early Child Care and Youth Development 1,364 2000s Head Start Impact Study 4,667 Early Childhood Longitudinal Studies - Birth cohort 14,000
    7. 7. <ul><ul><li>Since 1990s, a growing number of other countries have launched longitudinal studies: </li></ul></ul><ul><ul><li>Examples include: </li></ul></ul><ul><ul><li>1990s- </li></ul></ul>Country Name of programme/ study Sample size ENG Effective Provision of Pre-School Education 3,000 CAN Canadian Longitudinal Survey of Children and Youth 6,685 DEN Danish Longitudinal Survey of Children 5,000 NZL Competent Children: Competent Learners 500
    8. 8. <ul><ul><li>2000s- </li></ul></ul><ul><ul><li>2010s- </li></ul></ul>AUS Growing Up in Australia 1 st cohort 5,000 SCO Growing up in Scotland 1 st cohort 8,000 IRL Growing up in Ireland infant 11,100 KOR Panel Study of Korean Children 2,078 NZL Growing Up In New Zealand 7,000 NLD Pre-COOL 2,000 NOR Behaviour Outlook Norwegian Development Study 1,159 SLN Effects of pre-school on child development and school achievement 430 DEU National Education Panel on Early Education and Schooling 3,000 POL School effectiveness predictors – Longitudinal study of Polish Children II 10,000
    9. 9. <ul><ul><li>Challenge 2: Advancing in under-researched areas/ areas with growing policy interest </li></ul></ul><ul><ul><li>Children’s spaces and environments </li></ul></ul><ul><ul><li>Effective interventions for children with diverse backgrounds </li></ul></ul><ul><ul><li>How to optimise ECEC effectiveness </li></ul></ul><ul><ul><li>Effectiveness of universal vs. targeted interventions </li></ul></ul>
    10. 10. <ul><ul><li>Country responses </li></ul></ul><ul><ul><li>Expanding research agendas to include: </li></ul></ul><ul><ul><ul><li>Children under age 3 </li></ul></ul></ul><ul><ul><ul><li>FIN, FR-BL, KOR, NOR </li></ul></ul></ul><ul><ul><ul><li>Cultural aspects and socio-cultural analysis </li></ul></ul></ul><ul><ul><ul><li>FIN, DEN, KOR </li></ul></ul></ul><ul><ul><ul><li>Children's spaces and learning environments </li></ul></ul></ul><ul><ul><ul><li>FIN, JAP, KOR, NOR </li></ul></ul></ul><ul><ul><ul><li>Different pedagogical interventions </li></ul></ul></ul><ul><ul><ul><ul><li>DEN </li></ul></ul></ul></ul>
    11. 11. <ul><ul><li>Challenge 3: Lack of dissemination </li></ul></ul><ul><ul><li>Linking research and policy/ practice – generic challenge in education </li></ul></ul><ul><ul><li>Technical language in research </li></ul></ul><ul><ul><li>International dissemination </li></ul></ul>
    12. 12. <ul><ul><li>Country responses </li></ul></ul><ul><ul><li>Providing financial or in-kind support for ECEC research </li></ul></ul><ul><ul><li>FIN </li></ul></ul><ul><ul><li>Enhancing links between research and policy </li></ul></ul><ul><ul><ul><li>CAN (Manitoba), FIN </li></ul></ul></ul><ul><ul><li>Enhancing links between research and practice </li></ul></ul><ul><ul><ul><li>SLN, NOR </li></ul></ul></ul><ul><ul><li>Creating a regional/ international research network </li></ul></ul><ul><ul><ul><li>National - NOR </li></ul></ul></ul><ul><ul><ul><li>Regional - DEN, NOR, SWE </li></ul></ul></ul><ul><ul><ul><li>International – OECD, Pacific ECE Research Association (11) Diversity in ECE (8) </li></ul></ul></ul>

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