Start Strong: Children 2020 Dublin 17 November, 2010 Children 2020 – developing a 10-year national...

Start Strong: Children 2020 Dublin 17 November, 2010

Children 2020 – developing a 10-year national Children 2020 – developing a 10-year national plan for ECEC in Irelandplan for ECEC in Ireland

Dublin, 17 November 2010Dublin, 17 November 2010

John Bennett John Bennett

Visiting Fellow, Thomas Coram Research UnitVisiting Fellow, Thomas Coram Research Unit

For comments: [email protected]


Quotation from Children 2020Quotation from Children 2020

Investing in young children will lay the foundations for growth in the future, both for the economy – with high economic returns to such investment – and for our children, whose well-being and development must be a central priority in policy-making.

Our immediate priority, given today’s economic climate, must be to preserve the current level of expenditure on services and supports for young children and their families. The progress that has been made in the last decade must not be lost.

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The American Business Round Table 2008The American Business Round Table 2008

“Environmental, financial, health and nutrition factors influence significantly a child’s early development and school readiness.”

“Investments in high-quality early education programs have the highest rate of return of any social investment.” James Heckman, Nobel Laureate Economist : Lessons from the Technology of Skill Formation, 2005… the evidence base

Children in poverty, from single-parent homes... face additional challenges. “Kids who start behind, stay behind.”

“In today’s world, where education and skill levels determine future earnings and national growth, the costs of NOT taking action on early childhood education are far too great to ignore, especially when the benefits far outweigh the costs.”



QuébecQuébec11 years ago, Quebec created a $5 dollar a day system of early

childhood centres. Its goal: to give some respite to families, who were paying very high fees for child care

Eleven years later, the cost has increased to $7 a day child care, but women’s labour market participation had jumped by 30%.

The effects on family poverty has also been significant. In 1997, nearly 60% of single mothers raising young children living below the poverty line. Seven years later (in 2004), this proportion had dropped to 30%. And it continues to decline…

Obviously, early childhood services were not the sole factor in this improvement, but “the creation of nurseries at the reduced contribution was one of the determinants of the influx of women into the labour market", says economist Pierre Lefebvre, author of a series of studies on the presence of mothers on the labour market.



The economic arguments are clear...The economic arguments are clear...

But we need to renew again with the best European traditionsBut we need to renew again with the best European traditions

1.1.That future Irish policy will place the child at the centreThat future Irish policy will place the child at the centre

“We are guilty of many errors and many faults, but our worst crime is abandoning the children, neglecting the fountain of life. Many of the things we need can wait. The child cannot. Right now is the time his bones are being formed, his blood is being made, and his senses are being developed. To him we cannot answer “tomorrow," his name is “Today!” Gabriela Mistral

For this reason, even in harsh economic situations, the State needs to maintain resources adequate enough to meet the developmental needs of children, particularly disadvantaged and at-risk children. Without sustainable supply-side funding, the public and non-profit providers will not be able to expand access or provide the range of services or the kind of quality that families in poverty and their children need.



2. That children are not young professionals in business suits2. That children are not young professionals in business suits

In many societies, education is increasingly seen as knowledge for employment, In many societies, education is increasingly seen as knowledge for employment, that is, literacy, numeracy, technical and professional skill predominate. that is, literacy, numeracy, technical and professional skill predominate. Achievement in education is often seen as competition with others, first at the Achievement in education is often seen as competition with others, first at the personal level and then among nations.personal level and then among nations.

The goal of education is also to prepare children for life and livingThe goal of education is also to prepare children for life and living

The UNESCO Delors Report describes the aims of education as: o Learning to beLearning to beo Learning to doLearning to do o Learning to learnLearning to learn, and , and o Learning to live togetherLearning to live together

These goals are admirably suited to young children...These goals are admirably suited to young children...



3. That education should promote democracy3. That education should promote democracy A fundamental goal of education is to model and teach democracy (Dewey, Freire, A fundamental goal of education is to model and teach democracy (Dewey, Freire,

Malaguzzi...). This may seem strange when speaking of early childhood centres:Malaguzzi...). This may seem strange when speaking of early childhood centres: Democracy forms the foundation of the pre-school. For this reason all pre-school activity

should be carried out in accordance with fundamental democratic values. Each and everyone working in the pre-school should promote respect for the intrinsic value of each person as well as respect for our shared environment…

The attitudes of adults influence the child’s understanding and respect for the rights and obligations that apply in a democratic society. For this reason adults serve an important role as models. Upholding these fundamental values requires that the attitudes from which they are derived are clearly apparent in daily activity.

Source: Swedish Curriculum for pre-schools (Lpfö, 1998)Swedish Curriculum for pre-schools (Lpfö, 1998)

The three ‘transformative (democratic) principles’ of early childhood work:The three ‘transformative (democratic) principles’ of early childhood work: Staff and parents promote the agency of the childStaff and parents promote the agency of the child Staff work collegially, that is, as a democratic and specialised teamStaff work collegially, that is, as a democratic and specialised team Staff consult with and work daily with parents...community servicesStaff consult with and work daily with parents...community services

Source: Source: Aldo Fortunati, Director, San MiniatoAldo Fortunati, Director, San Miniato



4. That early childhood services would restore and enhance the notion of 4. That early childhood services would restore and enhance the notion of care in educationcare in education

The task of EC pedagogy is understood in much of Northern Europe as an equal The task of EC pedagogy is understood in much of Northern Europe as an equal balance between the upbringing, care and the education of young childrenbalance between the upbringing, care and the education of young children

The need to give greater attention to an ethic of care The need to give greater attention to an ethic of care – not – not childcarechildcare as a as a commodity to be bought in order to facilitate the labour market, but a service commodity to be bought in order to facilitate the labour market, but a service that includes real caring for children, for parents (mothers) and the women // that includes real caring for children, for parents (mothers) and the women // professionals who look after children in the services: ... professionals who look after children in the services: ...

Kindergartens shall promote fundamental values such as a sense of community, care for others and joint responsibility, and shall represent an environment that supports respect for human worth and the right to be different. Human equality, equal opportunity, intellectual freedom and tolerance are important social values that shall provide foundations for the care, upbringing, play and learning in kindergartens. The equality of the genders shall be reflected in the education provided by kindergartens. Kindergartens shall bring up children to relate to and create an equal society.

Source: Norwegian Framework Plan for the Content and Tasks of Kindergartens



5. That care and education together would address the long term 5. That care and education together would address the long term future of childrenfuture of children

Leaving a world fit for childrenLeaving a world fit for children: Underlying all this is the duty of adults to leave : Underlying all this is the duty of adults to leave behind us a world fit for the children. Our record so far is a matter for concern: behind us a world fit for the children. Our record so far is a matter for concern:

Can we address these issues appropriately in early childhood policy and in public Can we address these issues appropriately in early childhood policy and in public education? e.g. education? e.g. To take a long-term view and seek to predict what will help the young children

to survive and achieve well-being in the world they will inherit; To invest more in young children and protect them, at least, from the ravages

of extreme poverty in the here-and-now; To reinforce certain themes in early childhood curricula, e.g. fairness and

learning to live together; the outdoors and respect for nature - to awaken in young children an interest in the natural sciences.

No doubt , everyone will have their own idea, but here we return to the question No doubt , everyone will have their own idea, but here we return to the question of democracy in education and community-based early childhood services... of democracy in education and community-based early childhood services...



The songs are many…The songs are many…National Policy Documents:National Policy Documents:

Strengthening Families for Life Strengthening Families for Life – 1998– 1998 Ready to Learn - Ready to Learn - White Paper on Early Childhood Education, 1999White Paper on Early Childhood Education, 1999 National Childcare Strategy -1999National Childcare Strategy -1999 National Children’s Strategy - 2000 National Children’s Strategy - 2000 POLICY REPORTS on ECECPOLICY REPORTS on ECEC:: OECD 2004 ; NCCA Framework 2004; NESF Report NCCA Framework 2004; NESF Report

2005; NWCI 2005; DEIS (2005; NWCI 2005; DEIS (Delivering Equality of Opportunity in SchoolsDelivering Equality of Opportunity in Schools ) ) Report Report 2005; The 2005; The Developmental Welfare State 2005Developmental Welfare State 2005 ; ; Revised preschool regulations Revised preschool regulations 2006; 2006; The Agenda for Children's Services: A Policy Handbook 2007The Agenda for Children's Services: A Policy Handbook 2007

CECDE publicationsCECDE publications: 2004 Insights on Quality; 2004 Review of International : 2004 Insights on Quality; 2004 Review of International Policy, Practice & Research; 2006 ; Síolta: Policy, Practice & Research; 2006 ; Síolta: National Quality Framework. (+ the National Quality Framework. (+ the NCCA Framework for Early Learning 2009)NCCA Framework for Early Learning 2009)

CSER publicationsCSER publications: 2006 A Decade of Reflection; 2008 Getting it Right for : 2006 A Decade of Reflection; 2008 Getting it Right for ChildrenChildren

International Reports: UNCRC Committee – Irish Reports 1996, 2005, International Reports: UNCRC Committee – Irish Reports 1996, 2005,



Let us take THIS report seriously and act on itLet us take THIS report seriously and act on it Children come first: All children have rights. Children’s well-being and development should

be the driving force in early childhood policy.

Aim for high quality: The quality of young children’s experiences in all settings – both in the home and in services outside the home – is critical to their well-being and development. The Government must prioritise quality in services and supports for young children and their families.

All young children matter but especially the disadvantaged: High quality services and supports should be universal – provided for all children, affordable and accessible – with additional supports for those who need them.

All families need support and information: Families are central in young children’s lives. A wide range of mainstream supports and information should be readily available to all families.

Link governmental and private services. Promoting children’s well-being and development requires well-coordinated services and supports for families across the complex early childhood field.

Allow me to add one other item:

Provide work-life balance to Irish parents: Ireland could improve itsgender equity reputation by promoting a better work-life balance for parents with young children.



Some resourcesSome resources http://ec.europa.eu/employment_social/spsi/docs/social_inclusion/data_overarching_en.xls Europa http://ec.europa.eu/employment_social/spsi/docs/social_inclusion/data_overarching_en.xls Europa

press release: press release: Social situation report 2007 – social cohesion through equal opportunitiesSocial situation report 2007 – social cohesion through equal opportunities http://www.unicef-irc.org/publications/pdf/rc7_eng.pdf http://www.unicef-irc.org/publications/pdf/rc7_eng.pdf UNICEF: An overview of child well-being in rich UNICEF: An overview of child well-being in rich

countries, 2007countries, 2007 http://www.oecd.org/dataoecd/44/17/41733586.pdf http://www.oecd.org/dataoecd/44/17/41733586.pdf Moss, P. and Korintus, M. (eds) (2008) Moss, P. and Korintus, M. (eds) (2008)

International review of Parental Leave PoliciesInternational review of Parental Leave Policies http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-EI-08-001/EN/KS-EI-08-001-EN.PDF Eurostat: http://epp.eurostat.ec.europa.eu/cache/ITY_OFFPUB/KS-EI-08-001/EN/KS-EI-08-001-EN.PDF Eurostat:

Key Figures on Europe, 2009Key Figures on Europe, 2009 http://eacea.ec.europa.eu/about/eurydice/documents/098EN.pdf http://eacea.ec.europa.eu/about/eurydice/documents/098EN.pdf Tackling Social and Cultural Tackling Social and Cultural

Inequalities through Early Childhood Education and Care in Europe, Inequalities through Early Childhood Education and Care in Europe, Eurydice 2009Eurydice 2009 http://www.oecd.org/document/12/0,3343,en_2649_34819_43545036_1_1_1_37419,00.html http://www.oecd.org/document/12/0,3343,en_2649_34819_43545036_1_1_1_37419,00.html Doing Doing

better for childrenbetter for children, 2009, 2009 http://www.sd-commission.org.uk/publications.php Prosperity without Growth? - The transition to a http://www.sd-commission.org.uk/publications.php Prosperity without Growth? - The transition to a

sustainable economy, Tim Jackson, 2009sustainable economy, Tim Jackson, 2009 http://www.unesco.org/new/en/world-conference-on-ecce/reports/ http://www.unesco.org/new/en/world-conference-on-ecce/reports/ Early childhood care and education Early childhood care and education

regional report: Europe and North Americaregional report: Europe and North America, 2010, 2010 http://www.eurochild.org http://www.eurochild.org Ending child poverty within the EU? A review of the 2008-2010 National Ending child poverty within the EU? A review of the 2008-2010 National

Strategy reports on social protection and social inclusionStrategy reports on social protection and social inclusion, 2010, 2010 Wilkinson & Pickett: The Spirit Level: Why More Equal Societies Almost Always Do Better, Penguin Books, Wilkinson & Pickett: The Spirit Level: Why More Equal Societies Almost Always Do Better, Penguin Books,

20092009



THANK YOU !THANK YOU !

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