While researching information on how Australia addresses issues of poverty and science advances, I came upon an article in the online newspaper “The Drum” regarding neuroscience and economists’ position on early childhood (Alberici E., 2011). This article aims at triggering the public’s attention on how the government takes time in implementing what science is crying out and loudly supported by the voice of economists such as the Nobel Prize Winner James Heckman who strongly recommends that states invest in early childhood. Heckman argues that “every dollar invested in a pre-school program generates a 17 per cent return to society” (Alberici) and that investing money later in the educational process is a waste of resources. Clearly, the reference to our functioning but antiquated school system that considers children to be ready to learn after the age of five contradicts research findings stipulating that most of brain pathways are built between 0 and 4. No doubt remains that investing in early childhood education promotes children’s success in school and represents overall savings to society.
In 2009, the Australian Early Development Index (AEDI) released that 1 in 4 kindergarteners lacked general knowledge, adequate social-emotional and cognitive skills, with deficiencies in their physical health and mental well-being (Alberici). That same year, federal and state governments united with the goal to make early childhood education accessible to all children by 2013.
Resources
Alberici, E. Early childhood education: it really is brain science. (2013). Drum. Retrieved from: : http://www.abc.net.au/news/2012-05-14/alberici-early-childhood-education/4008962
Continuing to read about EC Australia led me to Kids Matter a Washington State organization whose frameworks was used in the creation of numerous pre-schools in Australia. In 2010, the early learning framework designed by Kids Matter was applied to 100 day care centres and preschools. It is worth noting that the framework was first applied to elementary education following the old idea that children start learning at 5. However, Kids Matter Australia website puts mental health at the forefront of a sound and successful education for all children and not just for children showing signs of imbalance. Mental health is defined as “laying the foundations for the future” and it is recommended that families and professionals in the field work together to ensure that “children are mentally healthy so that they are better able to meet life’s challenges” (Kids Matter, 2012). Since Early Childhood Australia (ECA) recognized in October 2004 the original inhabitants of Australia, concern for tribal children and their families is reflected in EC programs as the ECA committed to review progress made toward helping the population out of poverty and illiteracy (ECA, inc. (2000-2013). Additionally, in Kids Matter Australian Early Childhood Mental Health Initiative’s programs page, there is a program dedicated to “Tribes Learning Communities” (Kids Matter, 2012).
Another important ECA statement concerns play-based programs. ECA recognizes science advances in brain research and points out that play must be privileged in all stages of children’s development:
Research and evidence all point to the role of play in children's development and learning across cultures (Shipley, 2008). Many believe that it is impossible to disentangle children's play, learning and development.
Brain development
While research on brain development is in its infancy, it is believed that play shapes the structural design of the brain. We know that secure attachments and stimulation are significant aspects of brain development; play provides active exploration that assists in building and strengthening brain pathways. Play creates a brain that has increased 'flexibility and improved potential for learning later in life' (Lester & Russell, 2008, p. 9).
Young children's play allows them to explore, identify, negotiate, take risks and create meaning. The intellectual and cognitive benefits of playing have been well documented. Children who engage in quality play experiences are more likely to have well-developed memory skills, language development, and are able to regulate their behaviour, leading to enhanced school adjustment and academic learning (Bodrova & Leong, 2005).
The exploration of the ECA website helped me put in perspective the traditional education still based on children ready to learn at five with science progress saying that learning starts at birth. I never realized that our school system was based on such outdated thinking. Interestingly, the “ECA’s submission to the Early Years Learning Framework” (2008) highlights that “All children have a right to their cultural strengths and identities and a right to the knowledge, skills and capabilities which will enable them to participate fully in mainstream society” and that one size fits all education is contrary to children’s rights:
It is in this context that we must place the rights of all children to a fair share of the social goods of education. We are about social justice, and that means that early childhood education has to distribute resources differentially, in order to rebalance the disadvantage of some individuals and groups. Positive discrimination practices apply to all children and early childhood educators have to move from simplistic notions of ‘treating all children the same’ to sophisticated understandings about ‘unequal treatment’ to achieve more equitable outcomes.
All children have a right to their cultural strengths and identities and a right to the knowledge, skills and capabilities which will enable them to participate fully in mainstream society: ‘keep kids strong in culture while they’re learning’ as one respondent group to the EYLF consultation said. It is important to recognize that ‘identity’ is not a static concept and that the power lies in enabling children to use different cultural resources in different circumstances and to continually construct ‘identities’ that give them the best chance to live constructive and fulfilling lives.
Resources
Kids Matter. (2012). Australian Early Childhood. Retrieved from:
http://www.kidsmatter.edu.au/early-childhood/faqs
ECA. (2000-2013). A Voice for Young Children. Retrieved from:
http://www.earlychildhoodaustralia.org.au/position_statements/a_statement_of_regret_and_commitment_to_aboriginal_and_torres_strait_islander_children_and_families.html
Kids Matter. (2012) Programs Search. Retrieved from:
https://www.kidsmatter.edu.au/early-childhood/resources-support-childrens-mental-health/programs/programs-guide-search
Shipley, D. (2008). Empowering children. Play based curriculum for lifelong learning.(Fourth edn). USA: Nelson Education
Lester, S. & Russell, S. (2008). Play for a change. Play policy and practice: A review of contemporary perspectives. Play England. Retrieved 21.6.2010 from http://www.worldleisure. org/pdfs/Copy%20of%20book_rev_play_for_change.pdf
Bodrova, E. & Leong, D. J. (2005). Uniquely preschool: What research tells us about the ways young children learn. Educational Leadership, 63(1), 44-47.
ECA’s submission to the Early Years Learning Framework. (2008). Retrieved from: www.earlychildhoodaustralia.org.au/pdf/.../early_learning_framework.pdf
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