Transcript Childhood Development Initiative

Meeting needs, making changes, improving outcomes.
A Global Gathering for Early Childhood 2013
Early Childhood Ireland
October 2013
 Overview
 Outline
 Present
of CDI;
CDI programmes;
key findings in relation to parental
engagement from the independent
evaluations.
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Funded under the Government’s Area Based
Response to child poverty (formally funded under
the PEIN);
CDI began its work in 2003 in order to develop a
strategy to improve the health, safety and learning
of the children of Tallaght West and to increase
their sense of belonging to their community;
Following a period of community engagement and
needs analysis, in 2007 CDI developed 7 community
based and evidence-informed programmes (8
independent evaluations).
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To design innovative services which meet the needs of
the community and improve outcomes;
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To promote high quality delivery;
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To support interagency collaboration;
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To identify “What Works”;
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To inform Government policy and thinking.
Early Years Service
(2-4 year olds)
Mate-Tricks Prosocial Behaviour
Programme (9-10
year olds)
Early Intervention
Speech and Language
Therapy Model (3-6
year olds)
Doodle Den Literacy
Programme (5-6
years)
Healthy Schools
Programme (4-12
year olds)
Community Safety
Initiative
Restorative Practice
Quality
Quality Enhancement
Enhancement
Programme
Programme
Structures Supporting Parental
Engagement
Supporting relationships
between specialist services
and early year’s services
and schools.
Invite specialist services into
early year’s services and
schools.
Home visits
Someone to take
responsibility to support
interaction with specialist
services.
Setting up Care Teams to
monitor referrals.
Family days – in school,
trips out.
Sharing of information consent.
Training and support to
staff and parents (SLT).
3 Randomised
Controlled Trials
Community Safety Initiative –
(NUIG)
Restorative Practice – (NUIG)
Overall Process Evaluation –
(NUIG)
ECCE – (DIT)
Doodle Den – (QUB)
Mate Tricks – (QUB)
3 Process
Evaluations
Quasi-Experimental
Study
Retrospective
Impact Study
Healthy School’s
Programme – (TCD)
Speech &
Language Therapy
Early Years:
 The more sessions of a parenting course that parents
attended, the more beneficial the home learning environment;
 Parent valued having access to the PCF for support.
SLT:
 On-site delivery and ‘scaffolding’ of parents to engage;
 Parents: easier access because of the model’s location and
non-stigmatising experience for their child;
 Parents felt their child would not be bullied in school;
 Ripple effect – passing the learning to other children in
family.
Doodle Den:
 Parent’s report increase in child's reading at home*;
 Increase in family library activity (15 percentile points).
RP:
 Significant improvement in people’s ability to manage conflict
with greatest gains made in interagency work and between
neighbours.
* Secondary Outcomes – approaching significance
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Parent support works best when formal and
informal approaches are combined;
Outcomes for children are maximised when
parents participate;
Developing capacity amongst staff on
parental engagement is central to any
strategy;
Managers ability to support and mentor is
critical.
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www.facebook.com/childhooddevelopmentinitiative
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http://twitter.com/twcdi
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www.twcdi.ie
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[email protected]