Early Learning and Development Standards (ELDS): Purpose, Processes, Achievements & Challenges For SEAMEO RECSAM Meetings on Basic Education Standards Emma Pearson, Universiti Brunei Darussalam

Overview Background Early Learning and Development Standards (ELDS) format How are they unique? Achievements / Challenges

ELDS Background Going Global initiative - formal ECCE as a blank slate What are Early Learning & Development Standards (ELDS)? Country-specific statements (value) of what young children should know and be able to do (age ranges, within 0-8 years) Early Learning Competencies; Goals; Benchmarks; Milestones; Frameworks; Guidelines Designed to establish and articulate expectations that can be used for programme / curriculum design / review, and as a basis for thinking about “quality” What ELDS are not Measures of ability / assessments

What ELDS look like – Multiple Users DOMAIN: Language, Literacy & Communication SUBDOMAIN: Communication STANDARD: Children should be able to listen to and understand spoken language INDICATOR: Child is able to follow directions that involve a 2 or 3 step sequence of actions PREPARATORY LEARNING ACTIVITY: Give oral directions and play a game like “caregiver says”. Ask the children to give simple directions to each other Dimensions of development and learning Subsets within a domain Statement of expectation of what children should know and be able to do Observable manifestations of advancement towards an intended standard

An example from Cambodia (4-5 year olds) DOMAIN: Moral & Cultural Development SUBDOMAIN: Moral Development STANDARD: Children should be able to demonstrate awareness of expectations for behaviour INDICATOR: Child is able to describe ways to show respect for elders (such as Sampeah, bending head, Baat, Chaas, Orkun, Somtous, Chum reab sour, Sour sdey, Chum reab lear) PREPARATORY LEARNING ACTIVITY: Explain and practice /role play conventions for showing respect to elders

Country-specific Domains For Early Learning And Development: Similar but Different DOMAINS OF LEARNING AND DEVELOPMENT Cambodia (5-6 year olds) Fiji (0-6 year olds) Vanuatu (3-5 year olds) Personal Development X Physical development, Health & Well being Cognition & Reasoning / Learning Approaches Learning to Know Living & Learning Together Language & Communication Social & Emotional Development Spiritual & Character / Moral Development Moral & Cultural Development Custom, Culture & Environment Aesthetics & Arts

ELDS: A unique writing process ELDS document prepared within individual countries (with external support from resource person) by multi-disciplinary team with emphasis on Incorporating country-based values and expectations Validated within countries (to international “standards” but retaining local values and relevance) Content validation; age validation; predictive validation Lesson Learned: PROCESS IS IMPORTANT FOR MOTIVATION,COMITMEMT & “BUY-IN”

Writing the standards: setting parameters Principles: The standards should Align with internationally accepted principles of child development and children’s rights. Be comprehensive. Be culturally relevant. Reflect contemporary research on learning and development. Reflect country values and goals for education and development. Age ranges should be clearly defined. Principles facilitate shared understanding; provide benchmark during the writing process – ensure international (regional) and national relevance

ELDS – Uses Early Learning and Development standards Improve instruction Develop Curriculum Promote Parenting Education Improve teacher preparation Evaluate programmes Monitor national progress Improve public knowledge of children’s development

Relevance To “other” education sectors: the future For SEAMEO (ASEAN) Preparing our children for the future We can’t address the future by reinventing the past. We have to understand the past and present and use this to envision the future (Riel Miller, UNESCO Head of Foresight) For SEAMEO (ASEAN) Regional community of diverse national identities International developments Importance of relevance and inclusion in education (Tikly & Barrett, 2010)

Achievements / Benefits Regional Framework for shared discussions / planning East Asia Pacific Early Child Development Scales (EAP-ECDS) National Curricula: state-, community- and home-based programmes (research) Development / enhancement of National Policy (Alignment across policies and departments) Teacher preparation Alignment between EC and Primary Curricula Adapted as tool for measurement of impact of attendance at preschool on school readiness and later school achievement Ownership & Momentum

What helps? (lesson learned) Source: Kagan L. & Britto, P. (2007)

Challenges: Making effective use of standards (disclaimer!) Learner Outcomes (school readiness) Teachers Curriculum Resources Communities Source: http://howestreet.com/2014/03/the-chicken-comes-before-the-egg-why/

Final thought: Standards, Metrics & Education Quality Potential benefit of this meeting “On reflection, perhaps (LMTF could be strengthened with a stronger focus)……..to establish the connections between measuring learning and improving learning.” (Tikly & Barrett, 2010) Archer, D. (February 3rd, 2014) http://www.actionaid.org/2014/02/critical-reflections-learning-metrics-task-force