docPDF version of the letter
download 
Report Transcription
PDF version of the letter
EMPOWERING THE FUTURE: Best Evidence for Investing in Early Childhood Education for Canada As Canadian policy makers and political leaders education a priority in Canada. We present six continue to debate the value of investing in preschool findings from the scientific literature that show why children, they should note the consensus among investment in early childhood is important. Canadian scholars based on both Canadian and international research. We can improve children’s High-quality preschool shows positive outcomes on child language, literacy and math skills lives and the economic and social wellbeing of our Systematic assessments across Canada indicate society by investing in early childhood education. that as many as 25% of kindergarten children show Scholars from economics, psychology, education, signs of vulnerability in their physical, language, and health, medicine, and the neurosciences, agree behavioural development at the time of school entry. that high-quality early childhood education results A strong body of research indicates that high- in improvements in scholastic, social, and health quality early childhood education enhances a outcomes for children and their families, as well as in child’s early language, literacy, and math skills when economic benefits for Canadian society. assessed following program completion. These We come together as researchers and scholars findings have been repeatedly replicated and shown to ask policy makers and political leaders to move for small targeted programs, as well as large programs forward in investing in young children using the within the public system. Over 40 years of studies comprehensive body of scientific research available. have demonstrated at least a one-third of a year of We offer a succinct overview to urge policy makers advancement in children that attend a high-quality to make investing in high-quality early childhood early childhood education program. Recent findings also indicate that socio- elements in high- economically disadvantaged quality programs children are more likely to have been shown benefit from these programs, to be positive thus reducing socioeconomic and stimulating related disparities in school interactions. Providing achievement. Giving children ongoing support a proper start increases and professional their language, literacy and development helps mathematics competency. ensure that such positive environments High-quality preschool shows positive outcomes on child socio-emotional development support is high, children Socio-emotional difficulties in early childhood benefit more. Providing are being delivered. When instructional are precursors of school dropout, adult mental ongoing professional development, improving health problems, and difficulties in the job market. educational requirements, and teacher qualifications With as many as 25% of Canadian kindergarten are thus important cornerstones of high-quality children having socio-emotional difficulties, preschool programs. addressing these problems within preschool and These problems can be solved and children can get High quality preschool shows long-lasting benefits and is beneficial for Canada’s diverse population onto better developmental trajectories. Effects of Although the benefits of preschool on test scores preschool programs that target all children have characteristically weaken over time, cumulating been somewhat modest, but effects for children evidence suggests that persistence of the impact who are already showing difficulties and working of preschool into adulthood is seen in a wide range directly with those children and their parents show of important outcomes. Enduring benefits, and important long-term benefits. These benefits include particularly for those in disadvantaged families, include reduced substance abuse, school dropout, juvenile decreases in school dropout rates, criminal behavior, delinquency, and adult criminality, as well as higher and drug use, as well as increased adult earnings. levels of employment and income in the job market. In an ethnically and economically diverse early elementary school settings is imperative. Greater benefits are seen with higher quality of programs population such as Canada’s, public preschool must be beneficial to all members of our population. In Canada, we must increase our investment in early Positive benefits of high-quality preschool are childhood education without taking shortcuts on seen in children from both low- and middle- socio- quality. Preschool programs that are high quality economic classes, with stronger effects for children have been repeatedly shown to have larger positive in low socio-economic circumstances, dual-language impacts on the development of a child. Higher-quality children, and children from immigrant families. programming also results in improvements that are Investing in early childhood education programs more likely to be maintained. The most effective shows long-lasting societal benefits. The benefits of investing in early childhood education far outweigh the costs This letter draws from recent reviews of best available evidence on early childhood education and care: Do the benefits of investing in high quality preschool Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., Ludwig, J., Magnuson, K., Phillips, D., & Zaslow, M. (2013). Investing in our future: The evidence base on preschool education. Ann Arbor, Michigan: Society for Research in Child Development and New York: Foundation for Child Development. Retrieved from: http://goo.gl/2gxwtS balance the significant cost? Benefits are evaluated by 1) decreases in expenditures on programs such as social assistance, special education, and transfers to families; and 2) a rise in economic production from increased adult earnings and tax transfers. Research has reliably demonstrated that the benefits of Bennett, J. (Ed.). (2011). Childcare – Early Childhood Education and Care. In: Encyclopedia on Early Childhood Development Online. Retrieved from: http://goo.gl/IMhG6j. economic investment. Indeed high-quality preschool In partnership with: The Atkinson Centre for Society and Child Development & The International Network for Early Childhood Knowledge Mobilization programs are amongst the most cost-effective of the Correspondence for this letter should be directed to social programs. Jennifer Jenkins, Ph. D., C. Psych. Atkinson Chair of Early Child Development and Education Applied Psychology and Human Development University of Toronto [email protected] preschool outweigh the costs, indicating a prudent Additional child and family benefits are seen when programs include parent engagement Optimal development of children is dependent on the quality of the home and school environments. Preschool programs with the best long-term effects on reading, math, and social behaviour also include a parenting component. These focus on optimizing parent-child interaction. Therefore, incorporating parent support components to enhance learning outside of the early childhood education program can augment the impact of preschool programs on child Michel Boivin, Ph.D., MSRC/FSRC Canada Research Chair in Child Development Department of Psychology, Laval University [email protected] Emis Akbari, Ph.D Atkinson Centre for Society and Child Development Ontario Institute of Studies in Education (OISE) University Of Toronto [email protected] early scholastic achievement. Sign on at www.ECinCanada.ca © 2015 by The Atkinson Centre for Society and Child Development. Founding Signatories Emis Akbari Miriam Beauchamp Atkinson Centre for Society and Child Development Département de psychologie University of Toronto Université de Montréal Toronto, Ontario Centre de recherche de l’Hôpital Ste-Justine Laboratoire de Michel Boivin Montréal, Québec, Canada neuropsychologie développementale ABCs École de psychologie Université Laval Annie Bernier Québec, Québec Département de psychologie Université de Montréal Jennifer Jenkins Montréal, Québec Atkinson Centre for Society and Child Development University of Toronto Marc Bigras Toronto, Ontario Département de psychologie Université du Québec à Montréal Daniel Ansari Montréal, Québec Brain and Mind Institute Department of Psychology Nathalie Bigras Western University Département de didactique London, Ontario Université du Québec à Montréal Montréal, Québec Meghan Azad Department of Pediatrics and Child Health Elizabeth Kay-Raining Bird University of Manitoba School of Human Communication Disorders Winnipeg, Manitoba Dalhousie University Halifax, Nova Scotia Rima Azar Department of Psychology Catherine Birken Mount Allison University Department of Pediatrics, University of Toronto Sackville, New Brunswick Paediatric Medicine, The Hospital for Sick Children Toronto, Ontario Jessica Ball School of Child and Youth Care Jeff Bisanz University of Victoria Department of Psychology Victoria, British Columbia University of Alberta Edmonton, Alberta Ronald Barr Department of Pediatrics, Faculty of Medicine Cindy Blackstock University of British Columbia Executive Director, First Nations Child and Family Caring Vancouver, British Columbia Society of Canada Faculty of Extension Marco Battaglia, MD University of Alberta Département de psychiatrie et de neurosciences Edmonton, Alberta Université Laval Québec City, Québec Linda Booij Department of Psychology and Psychiatry Joanne Baxter Queen’s University Department of Child and Youth Studies Kingston, Ontario Mount Royal University Calgary, Alberta Signe Bray Jean Clinton Departments of Radiology Department of Psychiatry and Behavioural Neuroscience University of Calgary McMaster University Alberta Children’s Hospital Research Institute for Child and Hamilton, Ontario Maternal Health (ACHRI) Calgary, Alberta Patricia Conrod Département de psychiatrie Monique Brodeur Université de Montréal Faculté des sciences de l’éducation Montréal, Québec Université du Québec à Montréal Montréal, Québec Rob Coplan Department of Psychology Marni D. Brownell Carleton University Department of Community Health Sciences, College of Ottawa, Ontario Medicine, Faculty of Health Sciences University of Manitoba Penny Corkum Winnipeg, Manitoba Departments of Psychology and Neuroscience; Psychiatry; Pediatrics Jean-François Bureau Dalhousie University École de psychologie Halifax, Nova Scotia Université d’Ottawa Ottawa, Ontario Carl Corter Dr. Eric Jackman Institute of Child Study John Cairney Department of Applied Psychology and Human Development Department of Family Medicine University of Toronto McMaster University Toronto, Ontario Hamilton, Ontario Barbara Cameron Sylvana Coté Département de médicine sociale et préventive Department of Equity Studies Université de Montréal Department of Political Science Montréal, Québec York University Toronto, Ontario Wendy Craig Department of Psychology France Capuano Queen’s University Département d’éducation et formation spécialisées Kingston, Ontario Université du Québec à Montréal Montréal, Québec Hélène Deacon Department of Psychology and Neuroscience, Department Mariette Chartier of Pediatrics Department of Community Health Sciences Dalhousie University College of Medicine, Faculty of Health Sciences Halifax, Nova Scotia University of Manitoba Winnipeg, Manitoba Alain M. Desrochers École de psychologie Pat Cleave Université d’Ottawa School of Human Communication Disorders Ottawa, Ontario Dalhousie University Halifax, Nova Scotia Elizabeth Dhuey Department of Management Gordon Cleveland University of Toronto Scarborough Department of Management Scarborough, Ontario University of Toronto Scarborough Scarborough, Ontario Adele Diamond Pierre Fortin Department of Psychiatry Département des sciences économiques University of British Columbia Université du Québec à Montréal Vancouver, British Columbia Montréal, Québec Ginette Dionne Sid Frankel École de psychologie Faculty of Social Work Université Laval University of Manitoba Québec City, Québec Winnipeg, Manitoba Lise Dubois Marie-Hélène Gagné Institute of Population Health École de psychologie Department of Epidemiology and Community Medicine Université Laval University of Ottawa Québec City, Québec Ottawa, Ontario Marc-André Dugas Marie-Claude Geoffroy Institut universitaire en santé mentale Douglas Directeur, Département de pédiatrie Université McGill Chef du département de pédiatrie Montréal, Québec Université Laval Québec, Québec Andrea Gonzalez Department of Psychiatry and Behavioural Neurosciences Jim Dunn McMaster University Department of Health, Aging, and Society Hamilton, Ontario, Canada McMaster University Hamilton, Ontario Hillel Goelman Faculty of Education, Educational and Counselling Joan Durrant Department of Family Social Services, Department of Community Health Sciences Psychology, and Special Education University of British Columbia Vancouver, British Columbia University of Manitoba Winnipeg, Manitoba Pierre Gosselin School of Psychology Frank J. Elgar University of Ottawa Institute for Health and Social Policy Ottawa, Ontario Department of Psychiatry McGill University Jean-Philippe Gouin Montréal, Québec Department of Psychology Concordia University Rachel Eni Montréal, Québec Department of Family Social Sciences University of Manitoba Susan Graham Winnipeg, Manitoba Department of Psychology Alberta Children’s Hospital Research Institute Hotchkiss Steven Feldgaier Brain Institute College of Medicine University of Calgary Department of Clinical Health Psychology Calgary, Alberta University of Manitoba Winnipeg, Manitoba Martin Guhn Human Early Learning Partnership, School of Population and Alison Fleming Department of Psychology Fraser Mustard Institute for Human Development Public Health Faculty of Education, Educational and Counselling Psychology, and Special Education University of Toronto Mississauga University of British Columbia Mississauga, Ontario Vancouver, British Columbia Ana Hanlon-Dearman Alan Katz Department of Pediatrics and Child Health Departments of Community Health Services and Family University of Manitoba Winnipeg, Manitoba Medicine University of Manitoba Winnipeg, Manitoba Jane Hewes Faculty of Health and Community Studies, Early Learning and Child Care Paul Kershaw School of Population and Public Health Grant MacEwan University University of British Columbia Edmonton, Alberta Vancouver, British Columbia Wendy L.G. Hoglund Isabel Killoran Department of Psychology Faculty of Education University of Alberta York University Edmonton, Alberta Toronto, Ontario Nina Howe Sara Kirk Department of Education School of Health and Human Performance Concordia University Dalhousie University Montréal, Québec Halifax, Nova Scotia Sophie Jacques Terry Klassen Department of Psychology and Neuroscience Manitoba Institute of Child Health Dalhousie University Children’s Hospital Research Institute of Manitoba Halifax, Nova Scotia Faculty of Medicine University of Manitoba Janet Jamieson Winnipeg, Manitoba Department of Early Childhood Education Red River College Bryan E. Kolb School of Health Services and Community Services Department of Neuroscience Red River College Canadian Centre for Behavioural Neuroscience Winnipeg, Manitoba University of Lethbridge Lethbridge, Alberta Zeenat Janmohamed Atkinson Centre for Society and Child Development Michael Kramer University of Toronto Institute of Human Development, Child and Youth Health George Brown College, School of Early Childhood Department of Pediatrics Toronto, Ontario McGill University Montréal, Québec Magdalena Janus Department of Psychiatry and Behavioural Neurosciences Éric Lacourse Department of Clinical Epidemiology and Biostatistics Département de sociologie McMaster University Université de Montréal Hamilton, Ontario Montréal, Québec Christa Japel Rachel Langford Département d’éducation et formation spécialisées School of Early Childhood Studies Université du Québec à Montréal Ryerson University Montréal, Québec Toronto, Ontario Charlotte Johnson John LeBlanc Department of Psychology Departments of Pediatrics, Psychiatry, Community Health, University of British Columbia Vancouver, British Columbia, Ontario Epidemiology Dalhousie University Halifax, Nova Scotia Leanne Leclair Daphne Maurer Department of Occupational Therapy Department of Psychology University of Manitoba McMaster University Winnipeg, Manitoba Hamilton, Ontario Catherine M. Lee Bernice McLeod Professeur, École de psychologie Atkinson Centre for Society and Child Development Université d’Ottawa University of Toronto Ottawa, Ontario George Brown College, School of Early Childhood Toronto, Ontario Kang Lee Dr. Eric Jackman Institute of Child Study Patrick McGrath University of Toronto Departments of Psychology, Pediatrics, and Psychiatry Toronto, Ontario Dalhousie University Halifax, Nova Scotia Donna S. Lero Department of Family Relations and Applied Nutrition Jonathon McGuire University of Guelph Departments of Pediatrics and Health Policy, Management Guelph, Ontario and Evaluation The Hospital for Sick Children Nicole Letourneau University of Toronto Faculties of Nursing and Medicine (Pediatrics & Psychiatry) Toronto, Ontario University of Calgary Calgary, Alberta Douglas McMillan Department of Pediatrics, Faculty of Medicine Kathryn A. Levine Dalhousie University Faculty of Social Work Halifax, Nova Scotia University of Manitoba Winnipeg, Manitoba James McNinch Faculty of Education Patrick Lewis University of Regina Faculty of Education Regina, Saskatchewan University of Regina Regina, Saskatchewan Philip Merrigan Département des sciences économiques Sonia Lupien Université du Québec à Montréal Département de psychiatrie Montréal, Québec Université de Montréal Montréal, Québec Michael Meaney Departments of Psychiatry, Neurology, and Neurosurgery Stephen Lye McGill University Fraser Mustard Institute for Human Development Montréal, Québec, Canada University of Toronto Toronto, Ontario Javier Mignone Department of Family Social Sciences Harriet MacMillan University of Manitoba Departments of Psychiatry and Behavioural Neurosciences Winnipeg, Manitoba, Canada Offord Centre for Child Studies McMaster Children’s Hospital/Hamilton Health Sciences William J. Montelpare McMaster University Department of Applied Human Sciences Hamilton, Ontario University of Prince Edward Island Charlottetown, Prince Edward Island Sheri Madigan Department of Psychology University of Calgary Calgary, Alberta Jacques Montplaisir Deborah Pepler Département de psychiatrie Department of Psychology Université de Montréal York University Montréal, Québec Toronto, Ontario Chris Moore Michal Perlman Department of Psychology and Neuroscience Dr. Eric Jackman Institute of Child Study Dalhousie University University of Toronto Halifax, Nova Scotia Toronto, Ontario Greg Moran Department of Psychology Tara Perrot Western University Department of Psychology and Neuroscience London, Ontario Dalhousie University Halifax, Nova Scotia Gina Muckle École de psychologie Ray DeV Peters Université Laval Department of Psychology Québec City, Québec Queen’s University Kingston, Ontario Elizabeth Munroe Faculty of Education David Philpott St. Francis Xavier University Faculty of Education Antigonish, Nova Scotia Memorial University of Newfoundland St. John’s, Newfoundland Nathan C. Nickel Department of Community Health Sciences Bruno Piedboeuf University of Manitoba Département de pédiatrie, Faculté de médecine Winnipeg, Manitoba Université Laval Québec City, Québec Anne-Monique Nuyt Faculté de médecine André Plamondon Université de Montréal Département des fondements et pratiques en éducation Montréal, Québec Université Laval Québec, Québec Isabelle Ouellet-Morin École de criminologie François Poulin Université de Montréal Département de psychologie Montréal, Québec Université du Québec à Montréal Montréal, Québec Sophie Parent École de psychoéducation Susan Prentice Université de Montréal Department of Sociology Montréal, Québec University of Manitoba Winnipeg, Manitoba Charles Pascal Department of Applied Psychology and Human Development Larry Prochner University of Toronto Faculty of Education Toronto, Ontario University of Alberta Edmonton, Alberta Janette Pelletier Dr. Eric Jackman Institute of Child Study Marie-France Raynault University of Toronto Département de médicine social et préventive Toronto, Ontario Université de Montréal Montréal, Québec Holly Recchia Monique Sénéchal Department of Education Department of Psychology Concordia University Carlton University Montréal, Québec Ottawa, Ontario Elisa Romano Lisa Serbin École de psychologie Department of Psychology Université d’Ottawa Concordia University Ottawa, Ontario Montréal, Québec Leslie L. Roos Prakesh Shah Faculty of Medicine Department of Pediatrics and Institute of Health Policy, University of Manitoba Winnipeg, Manitoba Management, and Evaluation University of Toronto Toronto, Ontario Noralou Roos Department of Community Health Sciences Ann Sherman University of Manitoba Faculty of Education Winnipeg, Manitoba University of New Brunswick Fredericton, New Brunswick Patricia Chorney Rubin School of Early Childhood Sheri-Lynn Skwarchuk George Brown College, Faculty of Education Toronto, Ontario The University of Winnipeg Winnipeg, Manitoba Susan Rvachew School of Communication Sciences and Disorders Isabel Smith McGill University Department of Pediatrics Montréal, Québec Department of Psychology Dalhousie University Rob Santos Halifax, Nova Scotia Manitoba Centre for Health Policy Department of Community Health Sciences Carolyn Snider University of Manitoba Department of Emergency Medicine Winnipeg, Manitoba University of Manitoba Winnipeg, Manitoba Russell Schachar Department of Psychiatry Marla Sokolowski University of Toronto Department of Ecology and Evolutionary Biology The Hospital for Sick Children Fraser Mustard Institute for Human Development Toronto, Ontario University of Toronto Toronto, Ontario Kimberly Schonert-Reichl Department of Educational and Counselling Psychology, and Special Education George Tarabulsy École de psychologie University of British Columbia Université Laval Vancouver, British Columbia Québec, Québec Jean Séguin Bruce Tefft Département de psychiatrie Department of Psychology Université de Montréal University of Manitoba Montréal, Québec Winnipeg, Manitoba Kate Tilleczek Courtney Ward Faculty of Education Department of Economics University of Prince Edward Island Dalhousie University Charlottetown, Prince Edward Island Halifax, Nova Scotia Évelyne Touchette Ian Weaver Département de psychoéducation Department of Psychology and Neuroscience L’Université du Québec à Trois-Rivières Dalhousie University Trois-Rivières, Québec Halifax, Nova Scotia Suzanne Tough Janet Werker Cumming School of Medicine Department of Psychology University of Calgary University of British Columbia Calgary, Alberta Vancouver, British Columbia Daniel Trefler Sandra Wiebe Department of Economics Department of Psychology University of Toronto University of Alberta Toronto, Ontario Edmonton, Alberta Richard E. Tremblay Département de psychologie J. Douglas Willms Université de Montréal Canadian Research Institute for Social Policy Montréal, Québec University of New Brunswick Fredericton, New Brunswick Nico Trocmé School of Social Work Wynne Young McGill University Johnson-Shoyama Graduate School of Public Policy Montréal, Québec University of Regina Regina, Saskatchewan Tracy Vaillancourt University of Saskatchewan School of Psychology Saskatoon, Saskatchewan University of Ottawa Ottawa, Ontario Frank Vitaro École de psychoéducation Université de Montréal Montréal, Québec
