Presentation on theme: "B4 School Check Workshop"— Presentation transcript:
1B4 School Check Workshop Dr Pat Tuohy, Chief Advisor, Child and Youth HealthKarl Le Quesne, Group Manager, Early Childhood Education
2“We want our children…to grow up competent and confident, healthy in mind, body, and spirit, secure in their sense of belonging and in the knowledge that they make a valued contribution to society”From Te Whaariki
3Background2005 Government announcement as a commitment to child healthDelivery of the B4SC started in 4 DHBs (Waikato, Nelson Marlborough, MidCentral and Lakes) in June 2008The remaining DHBs across the country started delivery from September 2008
4What is the B4SC? Eighth and final Well Child check Comprehensive health, behavioural and developmental checkAims to identify and address any health, behavioural, social or developmental concerns which could affect a child’s ability to get the most benefit from schoolHas nationally defined protocols and referral pathways
5When Where Who How As soon after the child turns 4 as possible Well Child clinics, Plunket rooms, general practices, early childhood education centres, community centres, homes and othersPublic health nurses, Plunket and Well Child nurses, practice nurses, Vision and Hearing TechniciansTakes about minutesA dedicated national information system collects results
6Evidence-based content Child health questionnaire, including an immunisation checkVision and hearing assessment through sweep audiometry, tympanometry and distance visual acuityMeasurement of height and weightOral health assessment using Lift the LipBehavioural and developmental questions using the Strengths and Difficulties Questionnaire (SDQ) and Parental Evaluation of Developmental Status (PEDS) toolsHealth promotion and education
7B4SC pilotPiloted in the Whanganui and Counties Manukau DHBs from August to November 2007An evaluation of the pilot found that:Nearly all parents who participated (98%) indicated that they would recommend the programme to others92% reported high levels of satisfactionMost parents (86%) reported high levels of confidence in the programme99% felt that their child’s check was completed in a culturally appropriate manner
9How do B4SCs fit with ECEECE approach children’s learning differently from compulsory school sectorBut ECE is part of the overall education system that provides opportunities for life-long learningGoing from ECE to school is an important transition in the continuum of life-long learningEnsuring that children have best possible health, development and behaviour before starting school is an important way to support life-long learningDifficulties in any of those areas predict difficulties with learning later on
10Te Whaariki – the early childhood curriculum The B4School check supports implementation of the early childhood curriculumThe principles in Te Whaariki encourage us to make families and communities an integral part of the curriculum – assisting parents with B4School check is part of thisThe Goals are also relevant, e.g. Goal 4 focuses on children knowing the limits and boundaries of acceptable behaviourFocusing on development and behaviour helps children to access all of the strands of the curriculum: well-being, belonging, contribution, communication and explorationThere is more than one way to support children’s learning and development – different approaches can help us.
11B4 School check and Te Whaariki Principles EmpowermentThe early childhood curriculum empowers the child to learn and grow.The B4 School check provides the opportunity to identify and remove barriers learning and growth, therefore adding value to ECEHolistic DevelopmentThe early childhood curriculum reflects the holistic way children learn and grow.The B4 School check takes a holistic approach to screening of the child’s development.
12B4S check and Te Whaariki – the principles Family and CommunityThe wider world of family and community is an integral part of the early childhood curriculum.The B4 school check places the child at the centre of a caring family/whanau and community. It actively supports healthy family functioningRelationshipsChildren learn through responsive and reciprocal relationships with people, places, and things.The various screens and interventions are designed to involve the child and family as much as possible. e.g.hearing screening process
13Te Whaariki strands and B4SC Strand 1 Wellbeing - Mana AtuaThe health and well-being of the child are protected and nurturedChildren experience an environment where:their health is promoted;their emotional well-being is nurtured;they are kept safe from harm.The B4School check’s focus on the promotion of health, development and behaviour helps children to access the strands of the curriculum.The general health questionnaire enables parents to ensure that their child is getting the medical support they need in order to learn well.
14Te Whaariki strands and B4SC Strand 2: Belonging – Mana WhenuaChildren and their families feel a sense of belonging.Children and their families experience an environment where:connecting links with the family and the wider world are affirmed and extended;they know that they have a place;they feel comfortable with the routines,customs, and regular events;they know the limits and boundaries of acceptable behaviour.The B4SC is a joint initiative between parents, teachers and child health nurses and places the child at the centre of a caring community.Referral services linked to B4 School checks support teachers to set limits and boundaries of behaviour.
15Te Whaariki strands and B4SC Strand 3: Contribution – Mana TangataOpportunities for learning are equitable, and each child’s contribution is valued.Children experience an environment where:there are equitable opportunities for learning, irrespective of gender, ability, age, ethnicity, or background;they are affirmed as individuals;they are encouraged to learn with and alongside others.The B4School check identifies children who experience barriers to learning, and ensures that they are able to make a contribution.
16Te Whaariki strands and B4SC Strand 4: Communication – Mana ReoThe languages and symbols of their own and other cultures are promoted and protected.Children experience an environment where:they develop non-verbal communication skills for a range of purposes;they develop verbal communication skills for a range of purposes;they experience the stories and symbols of their own and other cultures;they discover and develop different ways to be creative and expressive.The hearing screening and the PEDS ensure that speech and language problems are not impairing communication skills
17Te Whaariki strands and B4SC Strand 5: Exploration – Mana AotūroaThe child learns through active exploration of the environmentChildren experience an environment where:their play is valued as meaningful learning and the importance of spontaneous play is recognisedthey gain confidence in and control of their bodies;they learn strategies for active exploration, thinking, and reasoningthey develop working theories for making sense of the natural, social, physical, and material worlds.The PEDS screening tool gives parents an opportunity to raise any concerns about a child’s fine or gross motor development or cognitive skills. Teachers need to be aware of a child’s movement or cognitive difficulties in order to tailor the curriculum to their special needs
18Children learn in many contexts The family and community is the most important context for children’s learning and developmentECE is another important context for children’s learningWe need to support their learning and wellbeing in all of their contextsThat means we need to work and collaborate with parents and other professionalsECE services have a long history of working with parents and others and the B4SCs support thisMost children will be just fine with good quality ECE experiences, but some do need extra help
20The Strengths and Difficulties Questionnaires Used to screen a child’s social and emotional development2 versions:One for parent to complete based on their observations of their child’s interactions at home (the SDQ-P); andOne for teachers to complete based on their observations of the child’s interactions in the social learning environment (the SDQ-T)
21Why use the SDQ?There is no perfect tool for identifying a child’s social and emotional needs, but the SDQ was considered by both the Ministries of Health and Education to be the most appropriate for use in the B4SCThe SDQ is an internationally validated tool used to identify needs requiring further discussion and assessmentThe SDQ is not used to diagnose or label children, rather it is a tool designed to get an overall picture of the child’s strengths and difficulties using parental and teacher perceptions of the childThe SDQ is well respected by specialists and researchers and is used by several countries
22The SDQ-TWhen parents give consent for the B4SC they give consent for an SDQ-T to be requested from their child’s early childhood education teacher or centre (if they have one).A child’s overall SDQ score is significantly more sensitive (ie. it will be better at identifying strengths and difficulties) if both a parent and a teacher complete the questionnaire.
23Communication with ECE The Ministries of Health and Education jointly developed the pamphlet ‘B4 School Check: Information for the education sector’.Copies of this pamphlet were sent to over 3,500 early childhood education centres around the country in February 2009, accompanied by a joint letter and a list of Frequently-Asked-Questions.DHBs’ B4SC Coordinators have been meeting and engaging locally with ECEs about the B4SC and the SDQ-T.
25Results so far?Approximately 10,000 children have received, or are in the process of receiving, their full B4SCOnly 1.6% of parents have declined a B4SC for their child17% of children have been referred for services or further assessment following their B4SCThe B4SC components with the highest percentages of referrals are:immunisation (5.7%)vision (5.6%)oral health (5.4%)hearing (4.6%).SDQ (1.4%).