SY SYMPOSIUM ON CHILDREN: QU QUALITY Y IN EARLY Y LEARNING - PowerPoint PPT Presentation

SY SYMPOSIUM ON CHILDREN: QU QUALITY Y IN EARLY Y LEARNING ENVIRONMENTS Iheoma U. Iruka, PhD HighScope Educational Research Foundation October 10, 2019 Symposium on Children Fawcett Center at The Ohio State University Columbus, OH h i g h s c o p e . o r g h i g h s c o p e . o r g

Early childhood Early childhood access is a is a potential public health equity strategy issue Summary Points Critical for ECE ECE should be to focus on: placed within a • Protection life course • Affection economic • Correction strategy • Connection h i g h s c o p e . o r g

Importance of life course perspective: #NoMagicBullet

ECE benefits families by allowing ECE benefits families by allowing parents to go to work, get higher parents to go to work, get higher education, leading to economic education, leading to economic What is often What is often stability and self-sufficiency stability and self-sufficiency said about said about early early ECE benefits children by exposing ECE benefits children by exposing them to safe, healthy, and them to safe, healthy, and childhood childhood enriching learning environments enriching learning environments education education (ECE)? (ECE)? ECE benefits society by generating ECE benefits society by generating savings by eliminating the need for savings by eliminating the need for interventions later in life (e.g., interventions later in life (e.g., special education, early parenting) special education, early parenting) h i g h s c o p e . o r g

ROI of $4-$12 per $1 invested h i g h s c o p e . o r g

History of early childhood 1962: 1972: Carolina 1980s: State HighScope Perry 1965 Head Start Abecedarian funded Preschool Study Study preschools Current: 44 1997: QRIS in 2000: Educare states & DC New Mexico Chicago have preK h i g h s c o p e . o r g h i g h s c o p e . o r g

Goals for Early Care and Education Ensure that children, Today, there is a diversity of Majority of children in specifically, Black children children in early care and HighScope Perry, Carolina were as prepared as their education programs, serving Abecedarian, and Head Start White peers; this was a birth to 5; focus has moved were Black children school readiness project beyond school readiness h i g h s c o p e . o r g h i g h s c o p e . o r g

THERE IS STILL A QUESTION AS TO WHETHER WE HAVE MET THE PROMISE OF EARLY EDUCATION. HAVE WE? h i g h s c o p e . o r g

ü Relationships ü High staff qualifications and experiences ü Low staff-child/family ratios What do we ü Rich language know now ü Promoting positive social development (adult & child) about what ü Reduction in trauma and toxic stress matters in ü Individualization and data utilization (tracking) ü Alignment between public health, ECE, and K-12 (parent- ECE? child-school) ü Family engagement/support (resources & empowerment) h i g h s c o p e . o r g

OTHER BIASES AND INEQUITIES IN ECE PROGRAMS AND SYSTEMS Lack of acknowledgement about Lack of connections to home Lack of collaborative and sensitive importance of positive racial and language, traditions and lived relationships and interactions with self-identity (diversity of staff and experiences (e.g., DLL, AAE); families and communities leaders); Lack of staff that are warm Lack of fun and engaging content demanders, hold high that incorporates racial and ethnic Lack of fair, non-judgmental expectations, and promote heritage within caring, family- and disciplinary practices (assumption academic excellence (less community-type environments of guilt) educated workforce) (didactic focused instruction) Environments free of microaggressions (assumption of non-intelligence or giftedness and non-academic orientation). h i g h s c o p e . o r g

Is this a state that ensures equity or maintain inequities? h i g h s c o p e . o r g 13

Limited Access to High Quality ECE is a Public Health Issue Socioeconomic and Socioeconomic Material Political Context Position Circumstances (Environment Social Class Conditions, Governance GenderEthnicity Resource Impact on early (racism) Availability, etc.) learning Macroeconomic inequities and Policies Behaviors and disparities Education Biological Factors Social Policies Psychosocial Labor Market, Housing Factors Occupation Public Policies Socioeconomic Education, Health, ECE Income Position Social Protections Intermediary Culture and Experience determinants social SocietalValues determinants of early learning inequities structural determinants social determinants of learning inequities h i g h s c o p e . o r g

WHAT CAN ECE DO TO ENSURE EQUITY? h i g h s c o p e . o r g

EQUALITY VS. EQUITY VS. DISMANTLING INEQUITY h i g h s c o p e . o r g

• Protection • Affection • Correction This Photo by Unknown Author is licensed under CC BY-NC Four principles to ensure • Connection equity and excellence

Protection • Harm • Violence • Psychological Trauma • Concentrated Disadvantage This Photo by Unknown Author is licensed under CC BY-NC-ND

• Intentional Affirmation • Caring This Photo by Unknown Author is licensed under CC BY-NC-ND • Nurturance

• Support for Adaptive Behaviors • Reconciliation This Photo by Unknown Author is licensed under CC BY-SA-NC • Humanity Correction

• Belonging • Value • Uniqueness Connection

25% 25% ha have 3 o e 3 or mo more A e ACES

Over 14% of children are living in high- poverty communities

Childhood Poverty Rate Source. Jian, Y., Granja, M. R., Koball, H., (2017). Basic Facts about Low-Income Children: Children under 18 Years, 2015. New York, NY: National Center for Children in Poverty. h i g h s c o p e . o r g

Racial Disparity is Staggering! Source. Jian, Y., Granja, M. R., Koball, H., (2017). Basic Facts about Low-Income Children: Children under 18 Years, 2015. New York, NY: National Center for Children in Poverty. h i g h s c o p e . o r g

Ohio Demographics, Race, and Poverty American Indian/ Alaska Percentage of families with children under age 5 Native Hispanic 0% below poverty level 4% Asian 60 2% Black/ African 52.0 American 48.7 50 13% 40 33.4 White 30 81% 22.9 18.3 20 7.9 10 0 Population White Black/ African Hispanic Asian American American Indian/ Alaska Native Source: U.S. Census Bureau, 2011-2015 American Community Survey 5-Year Estimates, DP03 2011-2015 American Community Survey Selected Population Tables h i g h s c o p e . o r g

Quality of early childhood experiences 65% of young children in low- to mid-quality center-based programs

Quality of teacher-child interactions Overall Black Latinx White Other 7.00 * 6.00 5.00 4.00 3.00 2.00 1.00 CLASS Emotional Support CLASS Classroom Organization CLASS Instructional Support

Most teachers report being close to children, but less close and more conflict with Black children. Overall Black Latinx White Other 80.00 70.00 60.00 Standard Scores 50.00 40.00 * 30.00 20.00 10.00 0.00 STRS Conflict STRS Closeness h i g h s c o p e . o r g

Source . U.S. Department of Education Office for Civil Rights, Civil Rights Data Collection Data Snapshot (Early Childhood), March 21, 2014

Neighborhood Urban Areas non-Urban Areas Black children less likely 100% 90% 89% to 90% 77% 80% know more neighbors • 70% by name 60% live in safe • 50% communities 40% live in rural • 30% 23% communities 20% 11% 10% 10% 0% White Males Black Males Black Females

Social Support Availability White males’ families have more social support than Black children White males’ families know more neighbors by name

HOW CAN HIGH-QUALITY EARLY CARE AND EDUCATION IMPLEMENT PACC? Protection Affection Correction Connection Stable & Educated Sensitive Conflict Resolution & Use of Data & Caregiver/Teachers Caregivers/Teachers Self-Reflection Individualized Learning Routines & Schedules Language-rich Autonomy & Choice Family Engagement & Environment Support Low Mental Load / Clear Peer Interactions Encourage Critical Community Engagement Choices Thinking & Cognitively- & Rural Living rich Materials Reduced Income & Physical Affection Reduce Cultural Responsive Wealth Disparities Disproportionality in Practices & Policies Expulsion/Suspension Eliminate Environmental Sensitivity to Individual Eliminating Exclusionary Asset-Developing Toxins Experiences Practices Resources & Information Reduced Exposure to Child-Centered Reduction in Low Social Capital & Violence & Racism Approaches Expectations & Bias Networks h i g h s c o p e . o r g