1. THE EFFECTIVENESS OF QUALITY INTERVENTIONS IN EARLY CHILDHOOD SETTINGS Dr Lauren Stretch Early Inspiration, South Africa

2. ‘In every child who is born, under no matter what circumstances, and of no matter what parents, the potentiality of the human race is born again.’ – James Agee James Agee

3. Neuroscience suggests that the stimulation & education that we provide to children directly impacts their brain’s function, size and ability. QUALITY EARLY STIMULATION 5 days 2 months 1 year 28 years PET Scans suggest rapid early development [N Halfon, UCLA Centre for Healthier Children]

4. Children who encounter good nutrition and stimulation in the early years are less likely to suffer from illness, struggle adapting to the school environment, repeat grades, drop out of school or need remedial and special attention.

5. Neuronal pathways wither and die ( http://www.childtrauma.org/c tamaterials/neuros~ 1.asp, 14/06/09) http://www.childtrauma.org/c tamaterials/neuros~ 1.asp A gap in the child’s knowledge and ability to cope with life takes root (Starkey and Klein (Ed. Saracho & Spodek, 2008: p270) High levels of school drop-out rates (Brierley, 1994: p6). High percentage of under-age and under- prepared learners have proven to be the most at risk in terms of school failure (Kostelnik, Soderman & Whiren, 2004: p7). EFFECTS OF A LACK OF STIMULATION

6. MISSED OPPORTUNITY TO INVEST AGE IN YEARS 123456789101112131415161718 BRAIN GROWTH PUBLIC SPENDING 100 80 60 40 20 0 PERCENT OF TOTAL BRAIN GROWTH INCREASING PERCENT OF PUBLIC SPENDING ON CHILDREN FROM 0 - 18 [N Halfon, UCLA Centre for Healthier Children] 100 80 60 40 20 0

7. SOMETHING NEEDS TO CHANGE… BRAIN DEVELOPMENT AND PUBLIC SPENDING ARE NOT SYNCHRONIZED

8. SOUTH AFRICAN SITUATION 40% of the young children in South Africa are exposed to harsh living conditions, neglect and a lack of stimulation. [Education White Paper 5, 2001:2]

9. SOUTH AFRICAN SITUATION In 2008 SA Government identified ECD as a National Apex Priority to be advanced through the INTENSIFICATION of the Expanded Public Works Programme. ECD Audit commits to: Acknowledging ECD Noting the role of the parents Recognizing the first 1000 days Noting the lack of access & quality of ECD Services Affirming the role of Civil Society Recognizing the need to improve qualifications of and conditions of service for ECD Practitioners Acknowledging the need for the development of an ECD Curriculum for children from birth to 4 years Taking cognizance that ECD Services are not adequately resourced (ECD Audit Report, 2014)

10. SOUTH AFRICAN SITUATION * The vision * According to the Millennium Development Goals for South Africa, by 2015, ‘children everywhere, boys and girls alike, will be able to complete a full course of primary schooling.’ Primary schooling includes Grades 1 – 7, and refers to children between the ages of 7 and 13 years.

11. SOUTH AFRICAN SITUATION * The reality * 35% of children that start school in Grade 1 have dropped out before they turn 11 years.

12. SOUTH AFRICAN SITUATION * The reality * 35% of children that start school in Grade 1 have dropped out before they turn 11 years.

13. SOUTH AFRICAN SITUATION

14. A HARSH REALITY There are 6, 145 000 children living in South Africa under the age of 5 years. 40% of the children = 2, 458 000 are AT RISK 35% of the children = 2, 150 750 will drop out of school before they turn 11

15. SOUTH AFRICAN SITUATION 2, 458 000 children 2, 150 750 have dropped out before they turn 11 2, 150 750 children

16. It is clear that something needs to change, something needs to be done. It is urgent

17. CHALLENGES FACED IN EARLY CHILDHOOD SITES IN SOUTH AFRICA ECD Centres are seen as babysitting services Ill-equipped teachers – latest ECD Audit Report: ½ of SA’s Grade R teachers are unqualified or underqualified Parent have a poor understanding of the importance of ECD & lack support Inadequate resources Not enough access for children with Special Needs

18. PURPOSE OF THE RESEARCH The purpose of this study was to develop and field-test an instrument which supports practitioners working with children in the early childhood. The instrument, which is a practitioner-training programme, devotes attention to challenging problem solving & critical thinking skills, empowering practitioners to manage managerial processes, while instilling knowledge, skills, practice, values and attitudes

19. RESEARCH DESIGN Quantitative study PRE-TEST: 850 children (4 ½ to 6 years old) INTERVENTION: 18 teachers underwent teacher intervention & support for 8 months POST-TEST: one-on-one assessments of the same children

24. POST-ASSESSMENT RESULTS Physical- Motor Social- Emotional Language & Speech CognitiveVisual Perception Total Child Experimental 7670736864 70% Control 5650484132 45%

25. RESULTS ControlExperimental Pre-TestPost TestPre-TestPost-Test Average 37.18%44.27%43.93%71.18% Increase by 7%27% Children in the experimental group, whose teachers’ were trained, overall averages increased by 27% between pre-and post-testing while the Control Group (whose teachers did not receive training), children’s average score increased by 7% between pre- and post-tests.

26. IMPLEMENTATION OF WHAT WE HAVE LEARNT

35. CURRENT PROJECTS AS A RESULT Longitudinal Study: 2015 – 2025 in Rural South African Communities Pregnancy Package, Principal Support Programme Collaboration with Nelson Mandela Metropolitan University – holistic interventions (psych, education, diatetics, information technology, biokinetics)

36. CHILREN LEARN WHAT THEY LIVE ‘If a child lives with criticism – he learns to condemn If a child lives with hostility – he learns to fight If a child lives with ridicule – he learns to be shy If a child lives with shame – he learns to feel guilty If a child lives with tolerance – he learns to be patient If a child lives with encouragement – he learns to be confident If a child lives with praise – he learns to appreciate If a child lives with fairness – he learns to be just If a child lives with security – he learns to have faith If a child lives with approval – he learns to like himself If a child lives with friendship – he learns to find love If a child lives with acceptance – he learns to be himself’ -Dorothy Law Nolte-