Jay Sunde Chapel Hill | Importance of Preschool Education
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Jay Sunde Chapel Hill - These days some kids are sent to 'school' from the time they are 12-14 months previous. This is a new pattern and parents of the old school usually wonder what these 'babies' could probably learn when they have just begun to walk and talk. So, preschool education is so important.
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Jay Sunde Chapel Hill | Importance of Preschool Education
- 1. Created By : Jay Sunde Chapel Hill
- 2. Economics of Early Childhood “On a simply financial foundation, it makes a lot of sense to spend money on the young… Beginning studying begets later studying. And early achievements types later achievements.”
- 3. Early Involvement and Early Childhood
- 4. Approach 1: comparing countries This research was already released in the top publication The Lancet (23 Sept 2011) Authors in comparison low and center income nations with a complete of 2.7 billion dollars inhabitants Used three scenarios: 25% , 35% or 50% surge in pre-school enrolment Estimated the benefits with regards to academic achievement and, from there, of GNP growth And found a benefits of cost rate of 6.4 to 17.6
- 5. Approach 2: comparing children A pre-school program in the USA Comparing treatment group and control group Benefit to cost amount of 17, by the age of 40 Benefits and costs per participant in US$ (constant 2000) and with 3% discount rate $15,166 $0 $50,000 $100,000 $150,000 $200,000 $250,000 $300,000 Cost s Benefit s Tot al ret urn = $258,888; $17.07 per dollar invest ed: $12.90 t o t he public, $4.17 t o part icipant s Welfare Educat ion Earnings Tax es paid Crim e
- 6. Disadvantaged kids benefit most
- 7. A fast look into the “Black Box”
- 8. Looking to the West...... For Serbia: enrolment in pre-primary during 2009 at age groups 3-5.5: 48% For EU-countries: enrolment in pre-primary among 3 and 4 season olds in 2005-2006. For UK: only 3 season olds. At age 4, 90% of kids are either in pre-primary or primary
- 9. ... and looking to the East Enrolment at ages 3-6 by GDP per capita Note: from international data-base. Data for Serbia may differ from national sources.
- 10. Wealth disparities (% children 36-59 months attending early education)
- 11. Short programs seem 4 to 6 times less costly than full-day programs Currency Unit cost full-day Unit cost half-day Ratio: full / half Armenia US$ 216 34.2 6.32 Kyrgyzstan Som 6010 1670 3.60 Macedonia Denar 71590 11139 6.43 Poland Zloty 4500 1200 3.75
- 12. Short or Fullday: some examples Kyrgyzstan: fast development of brief applications, started by NGOs but taken ove by Government Poland: “where there are no Preschools” Big variations in West-Europe, for example: Belgium. From age 2.5 onwards: fullday good care in little categories with near to 100% enrolment in community organizations. Same in Italy and Italy. Netherlands. Only from age 4: school-based system of 5 time per day generally in huge categories. No foods or mattresses. Daycare mainly personal. Unique applications for disadvantaged..
- 13. How to finance scale up Increase gradually: first from age 4, then from age 3 Use current pre-school budget: Raise efficiency Raise full-day fee precisely (social justice) Use ‘demographic dividend’: Use current area in schools Retrain main teachers
- 14. Main conclusions Serbia has every opportunity to increase protection of pre-school knowledge, given that we: promote enrolment in short applications, and convince mother and father who do not need daycare Serbia should first target the lowest but gradually aim at worldwide coverage: 48% of your kids are already on board! children in the center categories benefit as well
- 15. THANKS YOU
Editor's Notes
- The cumulative deficit, shown here, represents the idea that the later the investment in improved caring for a child , the wider the gap that has to be closed. This is illustrated by showing the top curve, which represents the normal course of development, and the bottom curve, which shows the course of development for a child who is “developmentally delayed” - in other words, has a slower rate of development, and may be at risk for mental retardation. The key message is that the later you intervene, the greater the gap that has to be closed. The Y axis (vertical) is the child’s developmental level - both cognitive and social. The X axis (horizontal) is the age period. The list of factors on the right side of the graph represent all of the factors that may affect the magnitude of the developmental delay. Some of these are characteristics of the individual, such as responsiveness, and others are characteristics of the situation (timing, intensity of the intervention, breadth of the intervention), and a third refer to cultural and developmental appropriateness. This chart is from Ramey and Ramey, Am Psychologist. (1999).
- One of the most well-known findings of this study is that the preschool program had a large return on investment. The best estimate, using a 3% discount rate, which is similar to an interest rate over and above inflation, is that for each dollar invested, the program returned $12.90 to the public and $4.10 to participants, for a total return of $17.07. As the graph shows, the sources of the return were savings in welfare, education due to less need for special education classes, greater earnings of participants, higher taxes paid on greater earnings, and both criminal justice system and victim costs of crime. Savings in crime costs alone were over 11 times the cost of the program, but even with the crime savings, the program paid for itself. Some would say at $8,500 a year per child, the program is too expensive. But the public cost of every poor child who does not receive this program is not zero, but almost $200,000. Why do we keep choosing to spend $200,000 on big problems that we could prevent by spending $15,000? Government deficits are real, large, and growing. A major reason for them is our failure to make early childhood investments that significantly reduce our social problems before they get out of hand.