Driessen, G., Veen, A., & Daalen, M. van (2015). Early Childhood Education: Possible explanations for not finding the expected results. Paper ECER 2015, Budapest, Hungary, September 7-11, 2015.

1. Geert Driessen
ITS, Radboud University Nijmegen, the Netherlands
g.driessen@its.ru.nl www.geertdriessen.nl
Annemiek Veen
Kohnstamm Institute, University of Amsterdam, the Netherlands
Maartje van Daalen
Kohnstamm Institute, University of Amsterdam, the Netherlands
Paper Annual Meeting ECER, Budapest (H), September 7-11, 2015

2. Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015
0 2,5 4 6
Age
Kindergarten
Playgroups
Daycare
Early Childhood Education
School boardsMunicipalities
Decentralization
Preschool Early school

3. Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015
Model programs in the US
Positive (long-term) effects:
• High/Scope Perry Preschool
• Abcederian
• Chicago Child-Parent
However: Comparability (there, then)?
Other programs in the US
Mixed results, depending on contexts and conditions
Also: fade-out, file drawer
In the NL
Limited # studies:
• some show negative effects
• some show no effects
• some show positive effects (However: on some subtests and
under favorable conditions only)

4. Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015
Why does ECE not show the expected positive outcomes in
the Netherlands?
(Despite in investment of >€350M p/a)
Focus on:
• the preschool phase (playgroups, daycare)
• the identification of the ECE target groups
• the implementation of ECE (programs)

5. 1. Review of the literature: scientific evaluations, (local)
policy documents, ECE programs and instruments
2. In 12 municipalities, in-depth interviews with:
a. 11 staff members Early Childhood Care Centers
(responsible for identification target groups)
b. 25 staff/daycare and playgroup leaders
3. Feedback on results from 30 ECE experts (e.g.,
Inspectorate, program developers, pre-school teacher
training institutes, ECE organizations)
Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015

6.  Validity official ECE target group criterion (parental
education; R [1985] 0.50 → [2014] 0.20)
 Local variety target group indicators
 Reliability and validity screening instruments
 False-positives, false-negatives
 Increase “problem children”, multiple problems, problem
accumulation
 Contamination education disadvantage perspective and
special education perspective (origin, approach)
Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015

7.  Qualifications/education level (intermediate vocational →
higher vocational)
 Language proficiency Dutch
 Interaction competencies teacher-child
 Care ↔ education/didactics/instruction
 Specific knowledge/competencies medical problems,
family problems (divorce, drugs, alcohol), behavioral and
learning problems and disorders
Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015

8.  No ECE program evidence based
 Local variation, adaptations (implementation fidelity?)
 Discrepancy child’s (multiple) problems vs. type/focus of
ECE program
 Center-based, no home component (role parents)
 Focus cognitive development, but socio-emotional
foundation?

9.  Incomparability context US – the Netherlands
 Ambiguousness and ever-changing educational policy
 Diversity in local implementation
 Quality implementation
 Evidence-based programs
 But also: Lack of and quality of research
Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015

10. Re-think and define:
 What is the exact goal of ECE?
 Who are the target-groups?
 What are their specific problems?
 How can these problems best be tackled?
 What programs are needed?
 What teacher competencies are essential?
 Evaluate
Geert Driessen, Annemiek Veen & Maartje van Daalen: Early Childhood Education ECER 2015