Learning During the Early Years: WHAT IS IT? WHY DOES IT MATTER? AND HOW DO WE PROMOTE IT? Children need healthcare and nutrition to survive, but to thrive they need early stimulation. Parents and caregivers can provide this early stimulation, which lays the foundations for future learning and life success. Children are born ready to learn, and we must maximize their potential in the early years when their brains develop faster than at any other time in life. Countries can use a range of simple, affordable interventions to support young children and their families to promote early stimulation and scale-up access to early learning. What Is Early Learning? In this short note, we share with you the Moving from ensuring children survive basic science of child development. We to ensuring they thrive explain how children develop skills and what Child survival has increased dramatically, it means to promote early stimulation and largely due to improved nutrition and early learning, and how to work with parents healthcare. But to ensure children thrive, to promote better outcomes for young we need to promote early stimulation, children. We highlight a range of different beginning at birth, to build the foundation interventions to support young children for lifelong success. and their families and share successful approaches countries are using to scale Providing early stimulation up access to early stimulation and quality early learning. Many of these approaches Simple, everyday activities­ —talking, singing, are simple and affordable, and many can be reading, and playing—stimulate babies’ integrated into existing programs. neural development and build strong brains for life. Children learn through interaction and stimulation: they need to see, feel, hear, This work cannot wait and taste to learn about the world around The world is facing a learning crisis rooted them. Engaged parents and caregivers are in children’s earliest years when we fail to critical to provide these opportunities in a invest in early stimulation and learning. child’s earliest years before the child begins Too many children cannot read, write or more formal early learning. do basic math even after several years of primary school, eventually leaving Expanding early learning school without the basic skills they will Even before children enter primary school, need to succeed in the workforce and live more formal early learning opportunities productive lives. We can—and we must— become important. Participation in do better. preschool, playgroups, and other organized early learning can help children develop the early language, literacy, numeracy, and social skills they will need to succeed in primary school and beyond. Children are born ready to learn and in FIGURE 1. BRAIN DEVELOPMENT DURING their early years their brains develop THE FIRST 20 YEARS OF LIFE faster than at any other time • In their earliest years—beginning even before birth—children develop the capacities on which their life-long learning, participation in society, contribution to the economy and well-being will depend. Year 1 Birth • During the early years, the brain matures faster than at any other time of life and it is the most malleable it will ever be (figure 1). ne Number of connections Number of connections This malleability is a double-edge sword, n the (synapses) in t brain (synapses) in the brain birth at bir at age 6 months presenting both a window of opportunity and vulnerability. dep Experience-dependent synapse formation • Brain development is sequential and cumulative: simpler networks develop first Peak and then more complex ones. Synapse levels • All development—physical, sensory- stabilize in adulthood motor, cognitive, and socio-emotional— is interdependent, constituting a web of dynamic links that ultimately influence 0 -.5 0 1 5 10 15 20 lifetime success. Establishing strong foundations can lead to a virtuous cycle of Age (years) development and life-long learning. Sensory pathways Language Higher cognitive function • Children need nurturing care and stimulation, protection from stress, Source: Adapted, with permission, from Parker (2015) and Thompson and Nelson (2001). Further permission required healthcare and nutrition, and opportunities for reuse. Synapse drawings based on Golgi stain preparations (1939–1967) by J. L. Conel. Note: The figure is a repre- to play and learn during this critical period. sentation of synapse development for selected brain functions over the life course. Not drawn to scale. Skills developed in the early years build HOW DO CHILDREN DEVELOP SKILLS IN THEIR the foundation for future success EARLIEST YEARS? BEFORE Between birth and when they enter BIRTH primary school, children develop important skills that form the foundation Synaptic development for sensory pathways through which children see and hear for future learning, productivity and lifetime success. These skills include: • Cognitive skills allow children to Through “attachment” children form bonds with parents and caregivers maintain attention, understand and and build foundations for exploration and autonomy follow directions, communicate with others, and solve progressively more complex problems. Children develop Synaptic development for early cognitive and social and emotional skills these skills by exploring the world • Language development: Children increasingly express themselves through around them, testing hypotheses, and speech as vocabulary increases rapidly learning to communicate (first through • Problem solving: Children explore the world around them and test how gestures, then language). things work • Executive function skills are especially • Early numeracy and literacy: Children should begin to understand the important, because they include the connections between sounds and letters, understand bigger/smaller and abilities that help children to focus and name and draw shapes, etc pay attention, plan and manage time, set • Executive function and self regulation: Children should be able to follow goals, and regulate their own behavior in simple directions and have some self-regulation and control to behave as different contexts. they will be expected in primary school • Social and emotional skills allow children to get along with others and manage negative emotions and aggressive behaviors. TRANSITION TO PRIMARY SCHOOL WHAT DO CHILDREN NEED DURING THEIR HOW CAN WE INTERVENE TO SUPPORT EARLY YEARS? CHILDREN AND THEIR FAMILIES? BEFORE BIRTH A safe, secure and nurturing relationship with at least one Support pregnant women and build the capacity of parents caregiver and caregivers to engage children in early stimulation Opportunities for stimulation and exploration: • Opportunities to see, feel, hear, taste and touch Build parenting skills, including non-violent discipline, and encourage parents to talk, sing and play with children, as well • Positive and engaging interactions with caregivers (talking, as telling stories (reading to them if they can) singing, reading, playing games) Socializing with peers: Make quality, affordable childcare available to families to Socializing becomes increasingly important: children need to ensure that children are in safe and stimulating environments interact with peers to develop social skills Stories! Establish playgroups: Children should listen to stories and engage with content, ideally Playgroups help children socialize and can be used understanding how to open a book and how text unfolds to build to promote effective parent-child interaction early reading foundations Structured opportunities and learning through play: Establish or expand preschools: More structured activities to develop skills through play-based Preschools (formal or informal) provide structured, activities targeting key domains and interactions with other play-based learning and socialization children Developmentally-appropriate high-quality, activity-based Improve early grades of primary education to ensure learning in the early primary grades developmentally appropriate programming to foster a love of learning and help children build strong foundations TRANSITION TO PRIMARY SCHOOL Why Does Early Learning Matter? Today’s learning crisis has its roots in children’s earliest years. WHEN AND HOW DO DEFICITS Deficits emerge early and have lifelong consequences if children BEFORE don’t get what they need to thrive in their earliest years. BIRTH BEGIN TO EMERGE IF WE MISS THESE WINDOWS OF OPPORTUNITY? Differences in brain development are evident as early as a few months of age. We fail children in Children from less Children who make their earliest years advantaged families it to primary school when we don’t ensure hear fewer words enter underprepared Children may be delayed in speaking. they get what they than children from and are behind before need to succeed such wealthier families; in they even start. as health, nutrition, some countries this early stimulation word gap is as high as Large gaps in vocabulary begin to emerge. and protection from 30 million words by stress. the age of 3 years. Children may have trouble focusing, regulating their behavior, sitting still or interacting with their peers. Countries waste Young adults don’t Countries don’t have Children struggle with basic tasks at primary school money through have the skills the workforce they and fall behind peers who have had access to better inefficient systems. they need to be need for economic early learning opportunities. Children repeat productive, employed growth and stability. grades, drop out citizens. or spend years in TRANSITION classrooms without TO PRIMARY learning. SCHOOL Early Learning Works! We have evidence from countries around the world QUALITY MATTERS demonstrating that children who attend early learning programs have better education outcomes. As we scale early learning, it is critical that we invest in quality programs that will deliver better child outcomes. Children need stimulating interaction, developmentally appro- priate play-based activity, and capable and responsive caregivers and teachers. To ensure that we deliver quality early learning programs, we need to: Children who attend early Children who attend early learning programs stay in learning programs have higher school longer. A global study reading and math scores at of 12 low- and middle-income age 15. A global study of 65 Build workforces Engage parents Design classrooms countries found that adults countries found that in low- that are adequately frequently in and curricula that who attended preschool when and middle-income countries, trained, supported programs that offer are child-focused, they were children had stayed children who had attended and remunerated opportunities to developmentally in school almost one year preschool scored, on average, practice skills, not just appropriate, and longer than adults who hadn’t.* 83 points higher in math and listen to lectures activity-based to 67 points higher in reading promote responsive than children who didn’t.*. learning environments These tests are scaled for an average score of 500, meaning these are large and significant score differences (.83 and .67 standard deviations). Ensure that services Prioritize reaching Build and strengthen and programs are the most vulnerable systems to monitor *all else constant tailored to local children and their and improve quality contexts, utilizing families local materials and languages How Do We Promote Early Learning? COMMUNITY VOCATIONAL, WAITING HOME There are many different ways to promote HEALTH SKILLS & YOUTH ROOMS VISITS early stimulation. Integrating these WORKERS EMPLOYMENT messages into existing programs has proven Waiting rooms Home visitors Community PROGRAMS (for example in (often to be an effective way to reach parents and health workers Training tracks health clinics) community children. Formal and informal preschools or other extension for preschool can be used to health workers) have shown to be effective vehicles for workers can teachers or give parents can deliver delivering critical early learning skills. deliver messages childcare center information, messages to If we think creatively, we can leverage to parents to operators can model behavior, parents to existing service delivery channels, as well promote early be developed organize activities promote child as new ones, to do even more. stimulation at within skills for children and development child health training programs have stimulating and demonstrate check-ups or to provide a toys and books. techniques community better qualified for early We need to support and events. workforce, more Some countries stimulation, engage parents and caregivers and higher quality where this is reaching those to promote child development. Some countries early learning working: in their homes where this is programs and Antigua, Jamaica, who don’t working: employment for St. Lucia access other Jamaica, those in need. services. For programs targeting parents, evidence Madagascar, suggests that the most effective programs Pakistan Some countries Some countries where this is where this is provide simple messages, opportunities working: working: to practice skills, frequent contact and India, Liberia, Jamaica, coordination across services. South Africa, Pakistan Tanzania EARLY RADIO, TV CASH CHILDCARE, COMMUNITY PRESCHOOLS READING AND MOBILE TRANSFER INCLUDING PLAYGROUPS Access to CAMPAIGNS & TEXTING PROGRAMS HOME-BASED Bringing children preschool is COMMUNITY PROGRAMS Cash transfer AND AT together to play rapidly increasing LIBRARIES New—and old— programs have WORKSITES is important in all parts of the Building children’s technologies offer expanded rapidly Worksite to promote world. Quality literacy from us opportunities in all parts of childcare— social skills and preschools are a young age is to reach children the world in the organized on-site can be good important to help critical to later and families at last decade. or nearby—can preparation for children develop success in school low cost, at scale. Conditional or help ensure primary schools. the cognitive and and life. Engaging Radio, mobile unconditional children are in Community socio-emotional parents to tell texting and TV mechanisms can high-quality playgroups can be skills they will children stories can all be used to be used to ensure programs while organized at no need to succeed and to read (if reach parents with parents receive their parents or low-cost with in primary school. they are able) information on information work. limited resources. with children can how to promote (including They also offer Some countries be done through child development on nutrition, Some countries an opportunity where this is information through early health and early where this is to reach parents working: campaigns or stimulation, stimulation) working: with information Nicaragua, Pacific specific outreach positive discipline and support Burkina Faso, and support. Islands, Sri Lanka, to groups or and health and to promote Colombia, Vietnam individuals. nutrition. their children’s Brazil, India, Some countries development. Kenya, Tanzania, where this is Some countries Some countries Turkey working: where this is where this Some countries Bangladesh, India, working: is working: where this is Indonesia Kenya, Guatemala, working: Mozambique, India, Paraguay, Bangladesh, United Kingdom, Zanzibar Burkina Faso, United States, Madagascar, Uzbekistan Mauritania, Niger EARLY LEARNING AT SCALE: Countries are using a variety of approaches to reach children and their families with quality programs. MEXICO’S Progresa program has been operating at scale for 30 years, using TURKEY’S Mother-Child Education Program builds parenting skills to cash transfers to encourage parents to invest in their children. promote child development. • Targeted families receive cash transfers every two months, conditional on children • This program costs just US$15 per family and operates nationwide, engaging accessing health and education services. Families with young children are eligible mothers in weekly group sessions for six months. During the sessions, a for additional nonconditional cash support. range of topics are covered, including early stimulation, reproductive health • Parents participate in sessions on child development, health and nutrition. and school readiness. • Enrolled children younger than three years old have demonstrated greater • Evaluation results are impressive: Mothers trained in the program speak to language abilities and fewer behavioral and socio-emotional problems than their children more and use less violent discipline. Children who benefited from children who do not participate. the program performed better in their first five years of primary school and stayed in school longer than children who were not enrolled. In ETHIOPIA, pre-primary enrollment has grown from less than 5% in 2005 to 50% in 2016. • The Government’s model of establishing pre-primary “O Classes” within existing primary schools allows rapid scale-up through existing sites within communities. • The Government has expanded primary school grants to include O-Class funding, improved curricular materials, and launched training programs for pre-primary COLOMBIA finances home-based childcare in nearly every teachers and school leaders and it is conducting a study to measure quality and municipality, reaching 800,000 children and providing learning outcomes. employment for community leaders. • Community leaders, known as community mothers, receive basic training to operate home-based childcare centers. Each ZANZIBAR uses radio-based interactive audio instruction to reach children center can serve up to 15 young children and provides nutrition, with early learning. health and activities to promote cognitive and socio- • This affordable program has been sustained with Government and community emotional development. finance for more than 10 years. • Families pay a small fee to the community mother but the • Sessions are led by community members with basic training and are held in bulk of program financing comes from a national payroll tax. spaces donated by communities. • Children who have participated in the program for at least • Local materials, local language and an activity-based curriculum keep children 18 months show improved cognitive and socio-emotional and communities engaged. skills compared to children with less exposure. UZBEKISTAN’S ambitious new program promotes early reading, engages parents, and expands access to preschool in rural areas. • In less than five years, more than 55,000 children have enrolled in 1,220 new half-day preschools with 2,000 newly-trained teachers. • Local government financing paid for building improvements. • A campaign to engage parents and promote early reading has reached 275,000 young children with storybooks in the home and weekly story hours at community libraries. BANGLADESH provides cash transfers to 600,000 families with young children to support child development. • The Income Support Program for the Poorest (ISPP) project benefits an estimated 2.7 million people in eligible low-income households across the country. • Mothers attend regular sessions that promote early stimulation, building bonds with newborn infants and developing motor, cognitive, social, and language skills. VIETNAM expanded access to preschool for five-year-old children from 66% in 2011 to 84% in 2016, while improving quality and closing the achievement gap. • Lunch subsidies for poor and ethnic minority children encourage enrollment and attendance. • A new quality assurance system is working, with 34% of schools achieving the highest quality rating by 2016 (compared with zero in 2012). INDONESIA provides communities with block-grants to operate community-based playgroups at a cost of just US$30 per child per year. • The program has reached nearly 800,000 children and led to modest and sustained impacts on child development, especially for the most disadvantaged children, closing the achievement gap between richer and poorer children. • Conservative estimates suggest that this intervention had a benefit-cost ratio ranging from 1.3 to 4.3. E L P For more information on the World Bank’s Early Childhood Development work: http://www.worldbank.org/en/topic/earlychildhooddevelopment#3 For more information on the World Bank’s Early Learning Partnership: http://www.worldbank.org/en/topic/education/brief/early-learning-partnership To access the World Development Report 2018 (WDR 2018)—LEARNING to Realize Education’s Promise: http:/ E L P /www.worldbank.org/en/publication/wdr2018 This brief was produced by Amanda Devercelli, Magdalena Bendini, Amer Hassan and Sherri Le Mottee. E L P