Reducing Health Inequality: Early Childhood Interventions to Improve School Readiness in Scotland...
Transcript of Reducing Health Inequality: Early Childhood Interventions to Improve School Readiness in Scotland...
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Reducing Health Inequality: Early Childhood Interventions to Improve
School Readiness in Scotland Presenter: Dr Rosemary GeddesCareer Development Fellow, MRC Human Genetics Unit, Scottish Collaboration for Public Health Research and Policy
Contributors:
Professor John Frank
Director, Scottish Collaboration for Public Health Research and Policy
Professor and Chair, Public Health Research and Policy, University of Edinburgh
Sally HawSenior Scientific Adviser, Scottish Collaboration for Public Health Research and Policy
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WHAT IS THE PROBLEM?
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UNICEF Children Well-being across the OECD
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Inequalities in Health Outcomes and Risk Factors in Pregnancy, at Birth and Up to 3mths
Risk Factors % Least Deprived
% Most Deprived
Relative Risk * Risk Difference
Unplanned pregnancy 8 39 4.8 31
Smoked in pregnancy 9 43 4.9 34
Planned to bottle feed 15 46 3.1 31
Never breast fed 21 60 2.8 38
Health Outcome
Low birth weight 5 8 1.6 3
* Prevalence in most deprived divided by prevalence in least deprived
Source: Bromley & Cunningham-Burley, 2010
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Inequalities in Health up to 48 months
Risk Factors % Least Deprived
% Most Deprived
Relative Risk Risk Difference
Maternal smoking 8 41 5.1 33
Eating habits - - 1.5 – 2.9 10-26
Low physical activity 18 34 1.9 16
Health Outcomes
Fair/bad health 1+ since birth
11 24 2.2 13
Behaviour to other children 10 24 2.3 14
Language development 12 26 2.2 14
Total difficulties (SDQ) 7 20 2.7 13
Conduct 23 41 1.8 18
Hyperactivity 13 27 2.1 14
Source: Bromley & Cunningham-Burley, 2010
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Source: Power C, Mathews S. Origins of health inequalities in a national population sample. Lancet 1997: 350:1584-89.
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Absolute range: Healthy life expectancy, Males – Scotland 1999- 2006
(Data not available 2003/04)
Source: Scottish Government Health Analytical Services (2008) Long-term monitoring of health inequalities
(updated in September, 2009, but very few changes in long-term trends)
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Absolute range: Healthy life expectancy, Females Scotland 1999-2006
(Data not available 2003/04)
Source: Scottish Government Health Analytical Services (2008) Long-term monitoring of health inequalities
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Education, Employment, Wealth & Health
Source: Fairer Society, Healthy Lives. The Marmot Review.2010.
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Scotland: Media reports December 2009
“Fifth of Scots have poor literacy”• The BBC: • http://news.bbc.co.uk/1/hi/scotland/8393805.stm
“Literacy report shows Russell there really is a crisis in education”
• The Scotsman:• http://news.scotsman.com/opinion/Literacy-report--shows-Russell.5883656.jp
“Zero-tolerance approach to poor literacy needed, experts say”
• The Herald:• http://www.heraldscotland.com/news/education/zero-tolerance-approach-to-poor-literacy-
needed-experts-say-1.989347
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Determinants of School Outcomes in Scotland – Why Schools Are Not to Blame
• “While individuals may defy this trend, no school in a deprived area is able to record a similar level of success to that achieved by almost all schools in the most affluent areas.”¹
• “...but the gaps between them (schools) are far less important than differences between students. In Scotland, who you are is far more important than what school you attend.”²
1. Literacy Commission. A Vision for Scotland: The Report and Final Recommendations of the Literacy Commission. Scottish Labour, December 2009. http://www.scottishlabour.org.uk/literacy
2. OECD. Quality and Equity of Schooling in Scotland. Paris: OECD, 2007.
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WHAT DETERMINES THESE OUTCOMES?
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`Sensitive periods’ in early brain development
Vision
0 1 2 3 7654
High
Low
Years
Habitual ways of responding
Language
Emotional control
Conceptualization
Peer social skills`Numbers’
Hearing
Source: Graph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.)
“Pre-school” years
School years
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Synaptic Density
Source: Founders’ Network, slide 03-012. Rethinking the Brain, Families and
Work Institute, Rima Shore, 1997.
At Birth 6 Years Old 14 Years Old
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The gradient worsens
Source: Fairer Society, Healthy Lives. The Marmot Review.2010.
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Life Course Problems Related to Early Life
2nd Decade
3rd/4th Decade
5th/6th
DecadeOld Age
• School Failure
• Teen Pregnancy
• Criminality
• Obesity
• Elevated Blood Pressure
• Depression
• Addictions
• Coronary Heart Disease
• Diabetes
•Premature Aging
• Memory Loss
Source: Clyde Hertzman, Early Child Development: A powerful equalizer.
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How can this be influenced?
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WHAT WORKS?
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Main findings of a rapid literature review• Early childhood intervention programmes can help to reduce
disadvantage due to social and environmental factors • Improvements in all domains of child development, school
achievement, delinquency & crime prevention, & life success• Successful interventions utilize a mixed (centre & home-based),
two-generation (child & parents) approach• Greatest effects are seen in those at highest social risk • High quality preschool can help to reduce disadvantage & can
raise early language, pre-reading & maths skills with the most deprived children displaying the strongest gains
• Home learning environment of more importance for intellectual & social development than parental occupation, education or income
• Activities influence children’s cognitive development & can moderate, but not eradicate, effect of socio-demographic disadvantage
Source: Geddes et al. Interventions for promoting early child development for health: an environmental scan with special reference to Scotland. April 2010.
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Suggested mixed, two-generation approach to Universal Early Childhood Social-emotional & Cognitive Development based on evidence of promising interventionsDelivery Population CONTINUUM OF CARE
Pregnancy 0-12 months 12-36 months 36-48+ monthsHighest risk of develop-mental and/or attachment disorder
Medium risk
Universal
Children Enrichment of home environment e.g. Play@homeNurturing of holistic child developmentChildren’s centres with use of multi-agency integrated services
Full- or half-day child care at high quality child development centre (higher risk - higher number of hours up to a max. 30 hrs/wk) Enrichment of home environment
Full-day* high quality preschool Enrichment of home environment Child training e.g. Incredible YearsSpecialist input as required
Parent-Child Intensive midwifery support NFP
Attachment-based interventions to improve parent sensitivity§ Intensive midwifery & home visiting support NFP
Intensive home visiting support NFP
Positive Parenting e.g. Triple P, Parents As TeachersSpecialist input as required
Parents Maternal education & literacy Parenting preparation Support for addictions
Training to understand stages of child development & how to nurture Parenting/child management support e.g. Incredible Years More intensive support in accessing services, problem solving, adult education for high school completion, job/employment support, accessing benefits, addiction management etc
Children Enrichment of home environment e.g. Play@home Nurturing of holistic child developmentChildren’s centres
Half-day preschool
Parent-Child Promotion of sensitive parenting with provision of support as needed
Parents Support for behaviour change Antenatal care according to medical risk
Support for breastfeeding initiation & maintenance
Support in accessing services Problem solving techniques Adult education for high school completion, job/employment support
Children Children’s centres e.g. drop-in centres, toy & book librariesResources e.g. Bookstart#Enrichment of home environment
Half-day preschool
Parent-Child Access to information on positive, sensitive parenting
Parents Standard antenatal care. Promotion of healthy diet, physical activity, breastfeeding & smoking cessation.Ready Steady Baby#
Information on healthy child developmentInformation on available child, parent & family servicesCore child health promotion programme with routine child development reviews
Source: Scottish Collaboration for Public Health Research & Policy. 2010.
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Source: Seven things legislators need to know about school readiness. US State Early Childhood Policy Technical Assistance Network. March 2003.
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Monitoring
• Data to monitor children’s development and functioning in the Scottish population, and the effectiveness of related programmes, are lacking.
• More early-stage measures are needed as well as better late-stage measures, which would require data linkage.
• Data need to be collated and analysed centrally to reveal patterns of “unmet need” in child development by geographic, ethnic and socioeconomic position.
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What is the EDI?
• The EDI is teacher-completed (20 minutes) checklist that assesses children’s school readiness when they enter school.
• It measures the outcomes of children’s pre-school (0-5 years) experiences as they influence their readiness to learn at school.
• As a result, the EDI is able to predict how children will do in primary school.
• The EDI is designed to be interpreted at the group level & does not provide diagnostic information on individual children.
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What Does the EDI Measure?
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1) Physical Health and Well-Being
Physical readiness for school day- e.g., arriving to school hungry
Physical independence- e.g., having well-coordinated movements
Gross and fine motor skills- e.g., being able to manipulate objects
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turity
2) Social Competence
3) Emotional Maturity
Overall social competence- e.g., ability to get along with other childrenResponsibility and respect- e.g., accept responsibility for actionsApproaches to learning- e.g., working independentlyReadiness to explore new things- e.g., eager to explore new items
Pro-social and helping behaviour- e.g., helps other children in distressAnxious and fearful behaviour- e.g., appears unhappy or sadAggressive behaviour- e.g., gets into physical fightsHyperactivity and inattention- e.g., is restless
3) Emotional Maturity
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4) Language & Cognitive DevelopmentBasic literacy- e.g., able to write own nameInterest in literacy/numeracy and memory- e.g., interested in games involving numbersAdvanced literacy- e.g., able to read sentencesBasic numeracy- e.g., able to count to 20
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5) Communication Skills and General Knowledge
(No subdomains)- Ability to clearly communicate one’s own needs and understand others- Clear articulation- Active participation in story-telling (not necessarily with good grammar and syntax)- Interest in general knowledge about the world
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Trajectories Established Early - Vulnerability on EDI and Grade 6 outcomes
0
10
20
30
40
50
60
70
Reading Writing Math
012 or more
Percentage of Grade 6 students not meeting provincial standards in relation to number of vulnerabilities in Kindergarten (EDI) Source: TDSB, 2007
N of domains with low scores:
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International Early Development Instrument implementations
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Translating School Readiness into Community Actions
• School readiness assessment provides communities with the opportunity to better understand how they can allocate resources & concentrate their efforts to work towards improving outcomes for children. The Early Years SOA is already set up for LAs to do this!
• EDI: brought stakeholders together; encouraged, established a forum for community mobilisation; developed & cemented inter-sectoral coalitions
• Numerous community initiatives resulted from the process – parenting programmes & resources; nutrition & dental interventions; literacy projects
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Decrease in the % of vulnerable children as a result of improved ECD in Western Australia
Year 2003 2006
Floreat 47.22% 14.3%
Wembley 47.11% 11.8%
AEDI
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Useful websites & references• Offord Centre for Child Studieshttp://www.offordcentre.com/index.html• Australian Early Development Index - click on AEDI http://www.rch.org.au/ccch/index.cfm?doc_id=10556• British Columbia ECD mapping portalhttp://www.ecdportal.help.ubc.ca/archive/faq.htm• Hertzman C, Williams R. Making early childhood count. CMAJ. 2009
Jan 6;180(1):68-71.• Lloyd JEV, Hertzman C. From Kindergarten readiness to fourth-grade
assessment: Longitudinal analysis with linked population data. Social Science & Medicine. 2009;68(1):111-23.
• Hertzman C. Tackling inequality: get them while they’re young. BMJ 2010; 340:346-8
• Marmot M. Fair Society, Healthy Lives. London: University College London; 2010.
Contact details: [email protected]