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

‘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

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]

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.

Neuronal pathways wither and die ( tamaterials/neuros~ 1.asp, 14/06/09) 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

MISSED OPPORTUNITY TO INVEST AGE IN YEARS BRAIN GROWTH PUBLIC SPENDING PERCENT OF TOTAL BRAIN GROWTH INCREASING PERCENT OF PUBLIC SPENDING ON CHILDREN FROM [N Halfon, UCLA Centre for Healthier Children]

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

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]

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)

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.

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

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

SOUTH AFRICAN SITUATION

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

SOUTH AFRICAN SITUATION 2, children 2, have dropped out before they turn 11 2, children

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

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

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

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

POST-ASSESSMENT RESULTS Physical- Motor Social- Emotional Language & Speech CognitiveVisual Perception Total Child Experimental % Control %

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.

IMPLEMENTATION OF WHAT WE HAVE LEARNT

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)

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-