Impact of Coronavirus on the Early Childhood Development Programme
Following the announcement of school closures we have decided to press pause on project delivery.
We are currently exploring ideas and opportunities that would mean children and families can still be supported to deliver home learning activities during these unpredicted and difficult times. We will communicate any ideas or changes to the projects either via this newsletter or Kate (JCCT) will send an email. To that end, please ensue that you update Kate with any email address that you would like to be contacted on. We are aware that some of you may not have access to work email accounts once your provision closes.
Some of your projects may already have been impacted by Coronavirus with home visits or events being cancelled to ensure risks are reduced. If this was the case for your setting please let Kate at JCCT know.
We are also revising our delivery plan in regards to the scheduled training dates. Please keep your eye out for new dates.
May we take this opportunity to thank you all for your hard work and commitment to children and families.
Stay safe and well.
Principal Officer, Early Childhood Unit, NCB.
** Knowledge Makes Change Seminar
Thank you everyone who completed the impact evaluation for the KMC Seminar 9 (Jean Gross). This is now being analysed but the first overview shows overwhelmingly positive feedback.
The date for the 10^th KMC Seminar has had to change and will now be on Thursday 10^th June. We are delighted that Professor Cathy Nutbrown has agreed to be our key note speaker. We planned this event prior to the outbreak and are aware we may need to postpone or deliver it virtually as a webinar dependent.
For those of you running projects, I hope that visits and events are going well. I look forward to hearing all about them – do drop me a line to let me know how they are going. Gholden@ncb.org.uk (mailto:Gholden@ncb.org.uk)
There are currently a good number of projects running. From the October 2019 cohort we have 15 literacy and 5 math projects and from the February Maths cohort there are 11 Maths projects underway.
Thanks to everyone who has returned REAL project paperwork (parent agreement, setting record form, pre child observation form) to Kate at JCCT.
We are still waiting for some paperwork from the October cohort (deadline was December) and the deadline for submissions for the Maths (Feb 20) cohort is Friday 20^th March. If you haven’t yet submitted please do so asap, without the paperwork we are unable to measure the impact of all the wonderful work you are doing.
In the last bulletin, we gave details of a number of opportunities to get involved with REAL training this includes opportunities to attend ‘train the trainer’ training where you will learn the skills to cascade the REAL messages to others. Unfortunately we have had to postpone these and are currently considering new dates.
Opportunities to attend train the trainer will be offered as follows:- Sharing REAL with Parents Making it REAL (early literacy) REAL approach to early Mathematics
** Statement from the Minister for Education about school closures
With regard to the announcement about school closures (https://www.gov.je/News/2020/Pages/CoronavirusEducationAdvice.aspx?mc_cid=ee2cd87b86&mc_eid=[UNIQID]) , Minister for Education Senator Tracey Vallois has said: “I ask everyone who is affected by these closures to understand that every effort must be made to contain the spread of Covid-19 and, no matter how hard, we must all work together and do our bit.
This means that from Monday, 23 March our schools and colleges – which includes Highlands – will close to pupils. This will mean that our students’ last day in their school or college will be this Friday, with two weeks of closure rolling into the two weeks of Easter holidays. The earliest estimated return date for pupils in Jersey is Monday 20 April. The Children, Young People, Education and Skills department will use this month to determine if further closures are needed, based on health-led advice, and parents, carers and students will be advised in a timely manner should this become necessary. I recommend that private schools and early years and childcare settings also follow the same Government of Jersey health care advice. We will confirm the position on childminding later on today.”
Published 18 March 2020
New Health and Wellbeing Framework for Jersey published
A new Health and Wellbeing Framework (https://www.gov.je/Health/HealthWellbeingFramework/Pages/HealthWellbeingFramework.aspx?mc_cid=ee2cd87b86&mc_eid=[UNIQID]) designed to help improve Islanders wellbeing and mental and physical health has been published. The first Health and Wellbeing Framework for Jersey will oversee and coordinate broader health and wellbeing related strategies, providing the foundations for collaboration between government, parishes and the community and voluntary sectors. The Framework aims to address the government’s ‘Put Children First’ priority by focusing on prevention and early intervention.
Published 10 March 2020
JFRS offers cooking fire safety advice
As part of the national fire safety campaign, Jersey Fire and Rescue Service is encouraging parents and carers to make any kitchen activities a chance for children to learn about cooking safety. The campaign includes a list of top tips for staying safe in the kitchen (https://www.gov.je/News/2020/Pages/HomeCookingSafetyAdvice.aspx?mc_cid=ee2cd87b86&mc_eid=[UNIQID]) .
** Research and practice from the UK and international contexts
Early years apps to help families with learning at home
Following a competition to find the best educational apps for parents to engage young children in learning at home, a panel of experts has approved 6 with a focus on early literacy, language and communication. These apps cover activities ranging from interactive story books, handwriting exercises using Artificial Intelligence, and educational video games.
The 6 apps – published on the Hungry Little Minds website (https://hungrylittleminds.campaign.gov.uk/?mc_cid=ee2cd87b86&mc_eid=[UNIQID]#information) – aim to help parents make informed decisions about the use of technology in creating positive learning environments at home. The expert panel who accredited the apps, chaired by Professor Jackie Marsh of the University of Sheffield and appointed by the Department for Education, included children’s digital media consultants, early learning charities and researchers at universities.
The 6 apps include:
* Lingumi (For children aged 2-5): Sets of learning games, speech recognition games and video-based games to help with a child’s grammar and getting them speaking their first words early on.
* Kaligo (For children aged 3-5): The first digital handwriting exercise book using a stylus and tablet, built using AI and co-created with teachers, occupational therapists and neuroscientists.
* Phonics Hero (For school-aged children): Over 850 fun, varied and motivating games take a child step-by-step through the 44 sounds, the reading and spelling of words, and how to conquer sentences.
* Teach Your Monster to Read (For school-aged children): Covers the first two years of learning to read, from matching letters and sounds to enjoying little books, designed in collaboration with leading academics.
* Navigo Game (For school-aged children): Focuses on developing skills that underpin reading, including phonics, letters and sounds, designed by UCL Institute of Education and Fish in a Bottle.
* Fonetti (For school-aged children): The world’s first ‘Listening Bookshop’ interacting with children by giving visual cues in real-time as they read aloud and highlighting where the most support is needed.
Published 21 February 2020
Adverse Childhood Experiences: EIF report
The Early Intervention Foundation (EIF) (https://www.eif.org.uk/?mc_cid=ee2cd87b86&mc_eid=[UNIQID]) has published a report on adverse childhood experiences (ACEs) – Adverse childhood experiences: What we know, what we don’t know, and what should happen next. The report sets out to examine the ACEs evidence base, in terms of its quality and the conclusions which have followed, and to consider the strength of evidence underpinning common responses to ACEs, including routine ACE screening and trauma-informed care.
The report considers that research into ACEs consistently shows that a set of 10 adverse experiences in childhood are associated with an increased risk of poor health and other problems in later life. This consistent and compelling evidence has brought greater focus from a wide range of policymakers and public services on the harm caused by child abuse, neglect and other adversities.
However, the report goes on to state that this ACEs narrative has increasingly dominated the debate about the role of public services in preventing and responding to childhood experiences of trauma. It has resulted in several misconceptions which must be addressed as the ACE agenda is taken forward. The report recommends that current enthusiasm for tackling ACEs should be channelled into creating comprehensive public health approaches in local communities, built on the evidence of what works to improve outcomes for children.
Download the full report (https://www.eif.org.uk/files/pdf/adverse-childhood-experiences-report.pdf?mc_cid=ee2cd87b86&mc_eid=[UNIQID]) .
A summary of the report (https://www.eif.org.uk/files/pdf/adverse-childhood-experiences-summary.pdf?mc_cid=ee2cd87b86&mc_eid=[UNIQID]) and 1-minute video with the headline messages (https://youtu.be/c9KN_EbSwq0?mc_cid=ee2cd87b86&mc_eid=[UNIQID]) on ACEs are also available.
There is also a one-page summary (https://www.eif.org.uk/files/image/reports/aces-key-messages.jpg?mc_cid=ee2cd87b86&mc_eid=[UNIQID]) of key findings and recommendations.
Published 26 February 2020
Early Learning and Child Well-being: OECD report
The Organisation for Economic Co-operation and Development (OECD) has published new research (http://www.oecd.org/education/school/early-learning-and-child-well-being-study/?mc_cid=ee2cd87b86&mc_eid=[UNIQID]) from its International Early Learning and Child Well-Being study. The study was designed to help countries assess their children’s skills and development, to understand how these relate to children’s early learning experiences and well-being. The study provides countries with comparative data on children’s early skills to assist countries to better identify factors that promote or hinder children’s early learning. Three countries participated in this study in 2018: England, Estonia and the United States. The study directly assessed the emergent literacy and numeracy, self-regulation and social-emotional skills of a representative sample of five-year-old children in registered school and ECEC settings in each participating country. It also collected contextual and assessment information from the children’s parents and teachers.
Download a summary of the findings here. (http://www.oecd.org/education/school/early-learning-and-child-well-being-study/International_Early_Learning_and_Child_Well-being_Study_Summary.pdf?mc_cid=ee2cd87b86&mc_eid=[UNIQID])
An infographic (http://www.oecd.org/education/school/early-learning-and-child-well-being-study/International_Early_Learning_and_Child_Well-being_Study_Infographic.pdf?mc_cid=ee2cd87b86&mc_eid=[UNIQID]) is also available to download.
Published 18 March 2020
** Thank you for reading.
KMC is part of the Early Childhood Development Programme. The programme is led by the National Children’s Bureau (NCB) in partnership with the States of Jersey and Jersey Child Care Trust, informed by the Education Department, Health and Social Services, the Best Start Partnership and the Jersey Safeguarding Partnership Board. The programme is funded by UBS Optimus Foundation UK.