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

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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.

Published in: Education
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Starting Strong III: A Quality Toolbox for Early Childhood Education and Care

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

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