Can early child development programmes help overcome social disparities? (2008)
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Shallwani, S., & Jindani, F. (June, 2008). Can early child development programmes help overcome social disparities? Paper presented at the Biennial Convention of the Society for the Psychological Study of Social Issues, Chicago. Abstract: Current research in early child development (ECD) indicates that children’s experiences in their earliest years lay the foundation for lifelong development, academic achievement, and social success. Studies suggest children’s developmental health is impacted by the physical, emotional, and social environments in which they are raised in their earliest years (R. H. Bradley et al., 1989). Longitudinal research indicates that early interventions for ECD can have positive lasting effects on all children, but particularly strong impacts on children from disadvantaged circumstances (L. J. Schweinhart et al., 1993). Some have further argued that ECD programmes can be a key opportunity to equalize social and health disparities resulting from poverty and social exclusion (M. Friendly & D. Lero, 2002). For example, the Inter-American Development Bank claims that early childhood interventions targeted to children from disadvantaged backgrounds “can help break the tragic cycle of poverty” (1999, p.3). In this way, ECD programmes are presented as an effective and unproblematic way to address problems of social disparities. However, much of the evidence cited to support this conceptualization is based on research conducted with very specific populations in the Minority world, and has been critiqued as neither very strong nor very generalizable (H. Penn, 2004). Moreover, this conceptualization of ECD as the great equalizer focuses attention to the care and education given to the children of low-income parents, and diverts attention away from macro-level neoliberal economic practices which actually cause poverty and social injustice. In this presentation, we critically review research and theory on the relationship between ECD and social and health disparities. We present evidence both supporting and shedding doubt upon the mainstream conceptualization of ECD as an opportunity to overcome disparities. We draw upon our own practice and research experiences, particularly in Majority world contexts such as Pakistan and Kenya, to qualitatively highlight learnings.
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Effects of an early intervention programme on early literacy in Pakistan
Shallwani, S., & Jatoi, H. (April, 2012). Effects of an early intervention programme on early literacy in Pakistan. Paper presented at the Annual Conference of the Comparative and International Education Society, San Juan.
School readiness in Pakistan: School environment factors and children's outco...
Shallwani, S., & Corter, C. (April, 2012). School readiness in Pakistan: School environment factors and children’s outcomes in early primary. Paper presented at the Annual Conference of the Comparative and International Education Society, San Juan.
Reconceptualizing school readiness in Pakistan (2011)
Shallwani, S. (October, 2011). Reconceptualizing school readiness in Pakistan. Paper presented at the Reconceptualising Early Childhood Education Conference, London.
Abstract: Globally, more children are enrolling in primary school, but many have unsuccessful experiences with the system (Arnold, Bartlett, Gowani, & Shallwani, 2008). It is important to understand school factors impacting children's experience in primary school. This is the ‘readiness of schools’ for children – rather than the ‘readiness of children’ for school. Conceptualizations of ‘ready schools’ must be contextually-grounded to be relevant and meaningful. This study examines school-level factors which affect children in Primary 1 in Pakistan, and explores socially constructed meanings of the Primary 1 experience by those involved in it, towards a reconceptualization of ‘school readiness’ in Pakistan.
Detailed Background:
While more and more children around the world are enrolling in primary school, many children enrolled in school are not completing school or are moving through the system without learning the skills schools are expected to teach them (UNESCO, 2008). Analysis of grade-disaggregated data demonstrates that the highest drop-out and repetition rates are in the earliest grades of primary (Arnold, Bartlett, Gowani, & Shallwani, 2008; UNESCO, 2007).
In this context, it becomes critical to understand school-level factors that impact children's experience in early primary. This is the ‘readiness of schools’ for children – as opposed to the more generally emphasized and researched ‘readiness of children’ for school. Thus it is necessary to understand characteristics that make ‘ready schools’ – schools that are ready to receive and support children’s learning.
There has been very minimal conceptual work done on ‘ready schools’, and that which has been done has mostly been carried out from a Western/European perspective. In different cultures and contexts, different factors affect the interaction between the school and the child/family, the school’s capacity to support children and families, and how the roles of different participants in the experience are viewed and valued. Conceptualizations of ‘ready schools’ must be grounded in particular socio-cultural and economic contexts in order to be relevant and meaningful.
This study (part of my doctoral dissertation) uses mixed methods to develop a contextually-grounded understanding of ‘ready schools’ in Pakistan. The study examines school-level factors which are associated with children’s successful entry and adjustment to primary school in Pakistan, and explores the socially constructed meanings of this experience by those involved in it.
In this presentation, preliminary findings will be shared and discussed within and towards a reconceptualization of the notion of ‘school readiness’, and a contextually-grounded understanding of ready schools in Pak
Racism and imperialism in the child development discourse (chapter) (2010)
Shallwani, S. (2010). Racism and imperialism in the child development discourse. In G. S. Cannella & L. D. Soto (Eds.), Childhoods: A Handbook, pp. 231-244. New York: Peter Lang.
In this chapter, it is argued that, as part of the modern Enlightenment project, the dominant discourse on ‘child development’ reflects and reproduces racism and imperialism. In the first section, it is asserted that racism, as defined by Foucault (1975-76/2003), is found within the child development discourse, both in the regulation of children’s bodies and the bodies and spaces with which children interact. Racism also serves to divide, classify, and ‘normalize’ notions of childhood. Through the above, the discourse aims to produce useful and docile children who will become useful and docile adults. In the second section, it is argued that the child development discourse privileges and produces characteristics associated with the modern Western imperial subject. This includes imagined notions of progress towards civility, and a fantasy of the White Subject who is scientist, conqueror and explorer, citizen of democracy, and a contributor and consumer in a capitalist market economy. Moreover, the discourse emphasizes a Western imperial sense of ‘Self’ versus ‘Other’, both in the goals of child development, and in the discipline’s representation of itself. These arguments are demonstrated empirically through a textual analysis of the official position statement of the U.S.A. National Association for the Education of Young Children (NAEYC, 1997), found in the guidebook entitled: Developmentally Appropriate Practice in Early Childhood Programs (Bredekamp & Copple, 1997, p. 3-30). This text is an example of the dominant child development discourse, and is highly influential in the design, development, and evaluation of programs, curricula, and pedagogical practices with young children, both in North America and around the world.
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The document describes the Releasing Confidence and Creativity (RCC) early childhood development program in Pakistan. RCC works with schools, families, and communities since 2003 to enhance environments where children aged 0-8 grow up. The goal is to incorporate supports for children's holistic development. RCC takes a collaborative, localized approach through partnerships with local NGOs to develop diverse, context-specific models. Research evaluates RCC schools versus non-RCC schools on outcomes like learning, well-being, and classroom environments. RCC experiences tensions between global and local knowledge but strives to build on local strengths.
The social construction of school readiness (presentation slides) (2009)
Shallwani, S. (March, 2009). The social construction of school readiness. Paper presented at the Annual Conference of the Comparative and International Education Society, Charleston.
Full paper available here: http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED529814
Abstract: In the mainstream discourse on child development and education, 'school readiness' has been conceptualized as the skills and knowledge that children need when they enter school in order to learn effectively in the school environment. However, school readiness is an idea which is entwined with our beliefs about child development and child needs (E. Graue, 1992). Indeed, the mainstream conceptualization and operationalization of school readiness is grounded in particular values and beliefs about the nature of child development, ideas about vulnerability and competence, and the characteristics deemed valuable in a particular society. In this way, social context determine the focus of school readiness, what is valued, what is assessed, and what resources and supports are identified as needed. This paper will critically review the literature on school readiness, examining the cultural assumptions underlying the mainstream discourse, and exploring the social construction of school readiness. Although the alternative discourse on school readiness is scant at best, the paper will draw on literature in related areas to explore how school readiness might be alternately conceptualized in different socio-cultural contexts. The paper will also explore the larger theoretical discussion of universalism versus cultural relativism and social construction.
Are we making a difference? Outcomes of an early education programme in Pakis...
Shallwani, S. (March, 2010). Are we making a difference? Outcomes of an early education programme in Pakistan. Paper presented at the Annual Conference of the Comparative and International Education Society, Chicago.
Abstract: The Releasing Confidence and Creativity (RCC) programme focuses on improving access to quality early education in Pakistan. The programme involves the collaboration of a range of local technical and community-based organizations that can mould the implementation of the programme to their contexts. This has resulted in a localized and contextually appropriate model of early education delivery. Currently, the RCC programme supports over 250 government and community schools, mainly through teacher training and the provision of learning materials for the early grades (pre-primary and early primary classrooms).
The RCC core research study examines the results of the RCC programme on various outcome indicators, by collecting in-depth information on a sample of RCC schools and comparison non-RCC schools. Data are collected annually on a range of indicators, including school facilities, enrollment rates, attendance rates, retention rates, promotion rates, class sizes, and teacher-child ratios. In addition, pre-primary learning environment quality is being assessed, as well as children’s literacy and numeracy skills at the end of Grade 1.
The presentation will share findings from Year 1 of this ongoing research study. Preliminary analyses indicate significant differences between RCC and non-RCC schools on key indicators such as retention rates and promotion rates. These results are promising for RCC, and provide evidence for the panel’s overall notion of reaching quality through contextually appropriate approaches to education.
Effects of an early education programme in Pakistan (2011)
Shallwani, S. (May, 2011). Effects of an early education programme in Pakistan. Paper presented at the Annual Conference of the Comparative and International Education Society, Montreal.
Abstract:
The Releasing Confidence and Creativity (RCC) programme focuses on improving access to quality early education and supports pre-primary and early primary classrooms in over 250 government and community schools.
The RCC core research study examines the results of the RCC programme on various outcome indicators by collecting in-depth information on a sample of RCC schools and comparison non-RCC schools. As children are affected by factors at different levels in their learning environment (U. Bronfenbrenner, 1979), school-level, classroom-level, and child-level data are gathered annually by trained research assistants working in pairs. School conditions and classroom quality are assessed through a comprehensive observation visit in the middle of the academic year, using locally-developed observation tools. Children’s learning achievement in Grades 1 and 2 (in English literacy, Urdu literacy, and numeracy) is assessed at the end of the academic year through locally-developed curriculum-aligned learning achievement tests.
This paper will discuss the effects of the RCC programme on pre-primary and Grade 1 classroom quality, as well as on children’s learning achievement at the end of Grade 1. Emerging findings indicate that the RCC programme has an extremely positive impact on the quality of the learning environment, as well as on children’s literacy and numeracy skills at the end of Grade 1. The benefits are greatest for girls and for government schools which are attended by the poorest children. The results are discussed in light of Pakistan’s national education goals and the objectives of the RCC programme.
Experiences in assessing early learning achievement in international contexts...
Jindani, F., & Shallwani, S. (May, 2011). Experiences in assessing early learning achievement in international contexts: adapting an ‘international’ tool or ‘locally’ developing a new one? Paper presented at the Annual Conference of the Comparative and International Education Society, Montreal.
Abstract: In recent decades, countries around the world have aimed to increase primary school enrolment rates (Filmer, Hasan, & Pritchett, 2006). However, school quality varies widely and many children in school are not learning effectively. For example, a learning achievement study in India found that almost half of fifth grade children were unable to read at second grade proficiency levels (Pratham, 2007). If children do not establish basic literacy skills in the first few years of education, they are at a severe disadvantage for the remainder of their schooling and lives. In order to understand and improve the quality of education and students’ learning, it is necessary to have indicators and standards for early learning achievement, literacy in particular, at both local and global levels.
Some researchers and evaluators have aimed to develop and adapt standard international indicators for use in various contexts around the world. However, others, coming from a social-constructivist perspective, have argued that such tools are products of the Western world and inappropriate for diverse contexts of the world. In this paper, we compare and contrast the two perspectives with literature and research evidence, as well as our own experiences in developing indicators of learning achievement in international contexts. We share the experience of adapting an ‘international’ tool (the Early Grades Reading Assessment) for the Cambodian context and the experience of developing a ‘local’ Learning Achievement Tool in Pakistan.
We also deconstruct notions of ‘international’ and ‘local’, and critically reflect on our role precisely as the international researchers in these contexts. We argue that standards must be established both at local and international levels through reflection and explicit discussion about contexts, social positions, values, and purpose (Myers, 2004), and that these standards must then be continuously reflected upon and subject to change over time and place.
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- 1. Can early child development programmes help overcome social disparities? Sadaf Shallwani & Farah Jindani Contact: Sadaf Shallwani, Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education / University of Toronto. http://sadafshallwani.net
- 2. Can ECD programmes help overcome social disparities? Overview ECD & poverty/disparities discourse Theory Research findings Limitations, issues, implications Role of ECD in impacting poverty/disparities? Central argument ECD alone cannot help overcome social disparities.
- 3. ECD & Poverty Discourse Inter American Development Bank conference: ‘Breaking the Poverty Cycle: Investing in Early Childhood’ (1999) ‘Early child development: A powerful equaliser’ (Irwin, Siddiqi, & Hertzman, 2007)
- 4. Experiences from the Majority World ECD in the Majority world Pakistan Community-based parent education programme Kenya ECD in public school system
- 5. Social Disparities & Human Development Poverty Minority status Gender
- 6. Social Disparities & Human Development Theory: Contextual factors → early experiences → ECD → human development outcomes
- 7. Early Experiences & Human Development Family/home Neighbourhood Other
- 8. ECD & Poverty Discourse Theory: Contextual factors → early experiences → ECD → human development outcomes ECD programmes
- 9. ECD Programmes: Research from the Minority World Preschools Parenting programmes Concerns Sustainability Generalizability Impact on poverty?
- 10. ECD Programmes: Research from the Majority World Preschools Parenting programmes Concerns Extreme variation Limited funding/resources High poverty Limited research Impact on poverty?
- 11. ECD & Poverty Discourse Assumptions and implications Self-determination / choice Resources Deficit model Focus Micro-level experiences, not social injustices which actually result in poverty and disparities Impact Status quo
- 12. Impacting Poverty and Disparities Macro-level factors Income redistribution policies Lifespan development: adults Environment Opportunities
- 13. Role of ECD in Responding to Disparities Value in the here and now Practical support for mothers, children, families As part of a larger, integrated approach to supporting children and families in disadvantaged circumstances Quality Wide-scale investment Multi-level approach