Early Years FrameworkThe

Evidence....

Jean Carwood-Edwards Early Years Team Leader

Aims of this Session.....

Be more aware of LTS’s role in relation to research

Consider some of the evidence which supports the EYF

Consider how evidence can facilitate the implementation of the EYF

Subscribe to the Research into Practice culture

“The aim of research activity in LTS is to facilitate and influence evidence-informed decision-making that

will improve learning and teaching in

Scottish education.”

Learning and Teaching Scotland Research Strategy Paper (2008)

Our children have the best start in life and are ready to succeed

Our young people are successful learners, confident individuals, effective contributors and responsible citizens

National Outcomes

The aims are that all children should know they are valued and will be supported to become:

• successful learners• effective contributors• confident individuals • responsible citizens

Evidence-based Approaches

“ All service providers develop and implement services which take account of and learn from research evidence....”

(Vision Statement, Early Years Framework p.12)

Flickr Credit Um Abbas

The Early Years Framework Breaking the Cycles......

To break the intergenerational cycle of disadvantage, we know that we,“............must adopt measures unlikely to show their full benefits until 5-15 years after the initial commitment. This with the constant political imperative for short term results, since governments both national and local are elected for only a few years. This pressure, combined with a natural dislike of increasing taxation, too often makes investment in the long-term an unattractive political option.” (Wave Trust Report, 20 Nov 2007)

Give all our

children the best start in life

Identify the steps early years services need to take

The Early Years Framework seeks to:

Scottish Government Priority ......Tackle Inequalities

3 National Frameworks

Equally Well (June 08) – tackle health inequalities

Achieving Our Potential (Nov 08) – tackle poverty and income inequality

Early Years Framework (Dec 08) – give children the best start in Life

“The period between pregnancy and 3 years is increasingly seen as a critical period in shaping children’s life chances, based on evidence of brain formation……………….”

The Early Years Framework states:

Bruce Perry’s work shows what happens if you don’t have positive

interaction. The smaller of the two brains is of a child who received little interaction. It is a picture of extreme neglect.

...Brains are affected by experience!

Dr Suzanne Zeedyk...

“A strong dose of love, early on, prevents violence later on, and

vice versa.”

(Wave Trust Report, 20 Nov 2007)

“The Millennium Cohort Study provided evidence of significant inequalities in development at age 3 that can persist throughout people’s lives. Supporting parents to provide a stimulating and supportive home environment, particularly in the early years, combined with high quality pre-school and school education is therefore a key element in delivering solidarity and cohesion........ “

(Early Years Framework, pg 12)

Millennium Cohort Study‘The Child of the New

Century’

Born to Fail 1973

• “The crucial importance of the first five years in a child’s development is well recognised” p45

• “The active interest of parents in their children’s education is associated with higher measured attainment.” p46

• “Being disadvantaged does not of itself explain why children do less well.” p53

Health in Scotland 2006 Annual Report of the Chief Medical

Officer

“ An insecurely attached child is more vulnerable than others to be the victim of traumatic experiences. The development of disorders such as depression and psychosis can be associated with earlier trauma.” (p.12)

Q: How effective is CPD in

helping support you to do your job?

Q: What do we want our workforce to do?. Q: What can we do to ensure they can?

Matching Expectations & Qualifications

Workforce Matters

Barriers to Participation in CPD

TIME

FUNDING/STAFF COVER

LACK OF OPPORTUNITIES

Growing Up in Scotland

Growing Up in Scotland 2009

“............these findings suggest that activities do have an influence on children’s cognitive development and that they can moderate – though by no means eradicate - the effect of socio- demographic disadvantage. “

The EPPE ProjectSome findings...................

The quality of the home learning environment promoted intellectual and social development in all children.

Although parent’s social class and levels of education

were related to child outcomes, the home learning environment was more important. What parents

do is more important than who they are.

In summary...

“Knowledge is of no value unless you put it into

practice.”

(Anton Chekhov)

As we strive for world-class outcomes for all of our children,

a renewed focus on knocking down barriers and building bridges between research, policymaking and practice should be a key feature of our

transformational agenda.