Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1696577451559.pdf (Vanuatu)
SEO CONFERENCE 2014 IMPORTANCE OF EARLY EDUCATION SEO CONFERENCE 2014 1 Brain-Based Research Old Thinking New Thinking How the brain develops depends primarily on the genes you were born with How the brain develops depends on a complex interplay between your genes and the experiences you have The experiences you have before the age of three have a limited impact on later development Early experiences have a major impact on the architecture of the brain and on the nature and extent of adult capabilities A secure relationship with a primary caregiver creates a favorable context for early development and learning Early interactions don’t just create a context, they directly affect the way the brain is wired Brain development is linear: the brain’s capacity to learn and change grows steadily through childhood Brain development is non-linear: there are prime times for acquiring different kinds of knowledge and skills A toddlers brain is much less active than the brain of a college student By the time children reach three, their brains are twice as active as those of adults SEO CONFERENCE 2014 2 Brain Connections  15,000 synaptic connections for each cell  Signals sent to other cells at speeds of more than 200 mph.
 Connections (synapses) grow and change as a result of stimulation from the environment SEO CONFERENCE 2014 3 Human Brain at Birth 6 Years Old 14 Years Old SEO CONFERENCE 2014 4 Brain Development Making Connections  Between ages of 3 to 10, the brain continues to make and break connections  After age 10 the pruning process picks up dramatically and by late adolescence just half of the connections (500 trillion) remain  This process is called sculpting or refining SEO CONFERENCE 2014 5 ‘Sensitive periods’ in early brain development High Vision Hearing Habitual ways of responding Language Emotional control Symbol Peer social skills `Numbers’ Low 0 1 2 SEO CONFERENCE 2014 3 Years 4 5 6 7 Graph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.)
6 “Windows” of Learning  Periods when particular experiences are especially important or when some skills are more easily developed.

 Some windows cannot be missed… if so, opportunity to learn can be greatly diminished.
SEO CONFERENCE 2014 7 SEO CONFERENCE 2014 8 SEO CONFERENCE 2014 9 SEO CONFERENCE 2014 10 SEO CONFERENCE 2014 11 Threats to Early Years Development Poverty Nutrition  Chronic under nutrition  Micronutrient deficiencies Lack of care and education Lack of social protection SEO CONFERENCE 2014 12 Community Support  From various field visits, there is significant lack of community support to fund teachers’ salaries, erect learning centers, etc.
 Fees are too high and even where provision of aid in kind is proposed, parents fail to meet this  Communities depend heavily on the government  Parents and community leaders do not send children to kindy for the first two years of learning prior to Year 1.

 Evidently, there is need for more Community awareness.

SEO CONFERENCE 2014 13 Community Support  Provincial ECCE Coordinators and WV Community Coordinators do not visit Kindys regularly.
 Communities do not assist the school to establish play grounds  Too many over aged Children in kindy – school age policy  Evidently, this shows how much we care or do not care about Early Childhood Education SEO CONFERENCE 2014 14 Toxic stress • Children can handle, even benefit, from mild stress.

• Toxic stress (institutionalization, maltreatment, neglect, trauma) during the early years has long- lasting adverse effects on development.
• Toxic stress hinders development SEO CONFERENCE 2014 15 Life Course Development  Exposure to risks sets children on a lower developmental path.

 Long-term effects on schooling and income contribute to continued inequalities in the next generation.
 Inequalities can be reduced with intervention in the early years SEO CONFERENCE 2014 16 Facts  Pre-school reduces grade repetition  Pre-school increases literacy rates  Children who attend pre-school are most likely to enroll at school and stay there “The Pacific region indicators available suggest that the efficiency of Vanuatu’s primary sector in terms of Net Enrolment Ratios and Survival Rates to the last primary grade is at the lower end of regional norms.” (PER, 2012 p. SEO CONFERENCE 2014 17 Facts ECCE is a right ECCE lays the foundation for later learning It is more cost effective to introduce preventative measures than compensate for disadvantages later ECCE lays the bricks for language development SEO CONFERENCE 2014 18 Economic Reasons  Even one year of preschool increases child’s income generation potential in adulthood →Fiscal efficiency of investment in high quality early childhood services →A focus on prevention which reduces long-term costs = Invest now or pay later SEO CONFERENCE 2014 19 SEO CONFERENCE 2014 20 Today  We have to remember that every human being in the world is responsible for the future of all children.
 Children are our hope, our future, and our conscience.

 We must support Early Childhood Education to foster prosperity in later years of life.

 We need to influence our Provincial, Municipality and National Leaders to have greater influence and interest in ECCE development.

SEO CONFERENCE 2014 21 Recommendations: i. PEOs and EAs ensure that communities are well informed through awareness on the importance of early childhood education ii.

Everyone to support ECCE Teachers iii.


ECCE Coordinators to be more proactive in ECCE Activities SEO CONFERENCE 2014 SEO CONFERENCE 2014 22 Thank you C, Q & A SEO CONFERENCE 2014 23