Session six. Helen Taylor BTEC National Children's Play, Learning & Development Unit 1: Child Development Helen Taylor Session six. Helen Taylor

Session six. Helen Taylor Starter Activity Read the Case study: Lucy, Michael & John. Answer the questions about the case study. What are the differences in the lifestyle for these three people? How do you think their views on education would be different? What do you think might happen to each person in the future? Reference page 218, Gill Squire CCLD Book. Session six. Helen Taylor

Session six. Helen Taylor This week’s topics: Education Social/political factors Session six. Helen Taylor

Session six. Helen Taylor Aims for this lesson: To understand how a range of factors influences children’s development Learning outcomes for this lesson: To describe how education affects children’s physical, emotional, intellectual and social development. To describe social/political factors such as social class; local policies; national services; local services; national strategies; local strategies and how these provide opportunities to support children’s development and education. Session six. Helen Taylor

Feedback from starter activity Lucy, Michael & John. What are the differences in the lifestyle for these three people? How do you think their views on education would be different? What do you think might happen to each person in the future? Session six. Helen Taylor

Session six. Helen Taylor How can education effect children’s development? Session six. Helen Taylor

How can education effect children’s development? Education affects children’s physical, emotional, intellectual and social development It affects the ability of children to learn to mix and socialise with other children It affects the presence of opportunities to promote cognitive development through introducing concepts like number and shape. Session six. Helen Taylor

Session six. Helen Taylor How do we know this? What research has been carried out in the past to support the fact that education can have a positive effect or children’s development? Session six. Helen Taylor

Session six. Helen Taylor Research A longitudinal study on the High Scope Approach in America A longitudinal study, the EPPE Project in the UK Session six. Helen Taylor

Session six. Helen Taylor High Scope The HighScope early childhood education approach was developed in Michigan in the 1960s. It is now commonly used in preschool, kindergartens and childcare and some school settings in America and in some other countries. The HighScope Perry Preschool Study, was carried out in the early 1960s. The purpose of the study was to evaluate the HighScope model, in which teachers help children plan, carry out, and review their own educational activities. It is regarded as a landmark study establishing the value of high-quality preschool education Session six. Helen Taylor

History of the Development of the High/Scope Curriculum The High/Scope approach was developed in 1962, to serve children from poor neighbourhoods in America USA in response to persistent high school failure. It was decided to try early intervention for 3 and 4 year olds as it meant they could concentrate on a small sector at first. At the time most preschools focused on the social and emotional needs of children. However, this programme set out to pay more attention to the children’s intellectual development. They set up a carefully monitored research project .They had a treatment group of children who were enrolled in the programme and these were compared with a control group of children who stayed at home. http://woodlandparkpreschool.ie/index.php?option=com_content&view=article&id=48&Itemid=54 Session six. Helen Taylor

History of the Development of the High/Scope Curriculum They agreed on the development of an effective curriculum: 1. Teaching and learning must guide the curriculum development process. 2. Curriculum theory and practise must support each child’s capacity to develop individual talents and abilities through ongoing opportunities for active learning. 3. The teachers, researchers, and administrators must work as partners in all aspects of curriculum development. From the research the High/Scope Curriculum was developed. This included a ‘plan-do-review process’ as well as parent involvement. http://woodlandparkpreschool.ie/index.php?option=com_content&view=article&id=48&Itemid=54 Session six. Helen Taylor

History of the Development of the High/Scope Curriculum In 1967 a longitudinal study to examine the effectiveness of three preschool curriculum models:- the High/Scope model (cognitively oriented curriculum), the direct instruction curriculum (language training model) and the nursery school model (unit-based curriculum). In 1970 (the children were aged 10) the findings from the study showed that all three approaches improved intellectual performance substantially compared to the control group who received no preschool programme. http://woodlandparkpreschool.ie/index.php?option=com_content&view=article&id=48&Itemid=54 Session six. Helen Taylor

History of the Development of the High/Scope Curriculum By the age of 23 there were no significant differences in academic achievement. However, significant differences did appear in the area of social responsibility. At age 15 students who had received the direct instruction model were three times more likely to misconduct themselves. And by the age of 23 members of this group had been arrested at a rate of once per person, which was 5 times higher than the other two groups. By the age of 27 children who had received the High/Scope programme were less likely to be arrested, more likely to earn a decent monthly income, more likely to own their own home, more likely to own a second car, less likely to receive social welfare and other social services, more likely to have graduated from high school, higher literacy levels, more likely to be married and less likely to become pregnant in the teenage years. http://woodlandparkpreschool.ie/index.php?option=com_content&view=article&id=48&Itemid=54 Session six. Helen Taylor

History of the Development of the High/Scope Curriculum In 1993 a separate study was carried out to show the developmental differences between children in High/Scope programmes and comparison preschools. The findings showed that High/Scope children showed more initiative, were engaged in more complex play and joined in more activities. They were better at relating to peers and social problem solving. They scored better at cognitive tasks including sorting and matching and language skills. High/Scope children were more co-ordinated at music and movement and more focused at other physical activities. In fact their overall development was better and the comparative children did not outscore the High/Scope children in any area. http://woodlandparkpreschool.ie/index.php?option=com_content&view=article&id=48&Itemid=54 Session six. Helen Taylor

Session six. Helen Taylor The EPPE project The Effective Provision of Pre-School Education (EPPE) project is the first major European longitudinal study of a national sample of young children’s development (intellectual and social/behavioural) between the ages of 3 and 7 years. To investigate the effects of pre-school education for 3 and 4 year olds, the EPPE team collected a wide range of information on over 3,000 children, their parents, their home environments and the pre-school settings they attended. Settings (141) were drawn from a range of providers (local authority day nursery, integrated centres, playgroups, private day nurseries, maintained nursery schools and maintained nursery classes). A sample of ‘home’ children (who had no or minimal pre-school experience) was recruited to the study at entry to school for comparison with the pre-school group. In addition to investigating the effects of pre-school provision on young children’s development, EPPE explores the characteristics of effective practice. http://generic.surestart.org/pdfdir/news6.pdf Session six. Helen Taylor

Session six. Helen Taylor The EPPE project Key findings Impact of attending a pre-school centre Pre-school experience, compared to none, enhances children’s development. The duration of attendance is important with an earlier start being related to better intellectual development and improved independence, concentration and sociability. Full time attendance led to no better gains for children than part-time provision. •Disadvantaged children in particular can benefit significantly from good quality pre-school experiences, especially if they attend centres that cater for a mixture of children from different social backgrounds. Session six. Helen Taylor

Implications for practice Pre-school experiences in a good quality setting are beneficial. Children learn best through hands-on experiences with activities, resources, people and events. Session six. Helen Taylor

Session six. Helen Taylor Group work: Discuss and make a poster on how education can support children’s development. Each group to take a different area of development. Give examples of activities, resources or adult intervention that could support development. Try to think of examples for different ages of children, e.g. Consider 0 – 1 year 11 months, 2 years to 4 years 11 months, 5 – 8 years. You can add pictures to your poster to illustrate your examples. Physical Development Communication and language development Cognitive/intellectual development Social and emotional development. Session six. Helen Taylor

Social/political factors What do we mean by social factors? What do we mean by political factors? Session six. Helen Taylor

Social/political factors What do we mean by social factors? Social class Culture The environment What do we mean by political factors? Laws Politics The government People’s views Session six. Helen Taylor

Session six. Helen Taylor How can social class effect education positively or negatively? Session six. Helen Taylor

Session six. Helen Taylor How can social class effect a child’s development or education positively or negatively? Session six. Helen Taylor

Session six. Helen Taylor If children are disadvantaged, what effect might this have on them? Session six. Helen Taylor

Session six. Helen Taylor Why does the government try to put strategies and policies in place to provide opportunities for disadvantaged groups? Session six. Helen Taylor

Session six. Helen Taylor What national strategies or services have been put in place to counteract disadvantage? Session six. Helen Taylor

Session six. Helen Taylor National strategies Children Act 1989 & 2004 Every Child Matters EYFS, (introduced by the Childcare Act 2006) Sure-Start and children’s centres Education for 2 year olds/3 year old Vaccination programmes Children and Families Act 2014 Session six. Helen Taylor

Session six. Helen Taylor Group activity: Research one national strategy that is in place to provide opportunities for children. Each group to take a different strategy. Produce a fact sheet to include: An outline of the strategy A description of how it supports children’s development and education Extension: What are the benefits or strengths of the strategy? What are the potential weaknesses or problems of the strategy? Choose from: Early Years Foundation Stage Curriculum Sure-Start and children’s centres Free education for 2 year olds/3 year olds/4 year olds Vaccination programmes for children Children and Families Act 2014 Session six. Helen Taylor

Session six. Helen Taylor Extension task: Find out more about the different strategies Find out about the High-Scope approach and research Find out about the EPPE Project How can these help you to understand factors that influence children’s development and how to support children’s development? Session six. Helen Taylor

Reflect on learning outcomes Can you describe how education affects children’s physical, emotional, intellectual and social development? Can you describe social/political factors such as social class; local policies; national services; local services; national strategies; local strategies and how these provide opportunities to support children’s development and education. Session six. Helen Taylor