Linking Evidence-Based Practices from Birth to Adulthood - Improving Transitions, Collaboration, and Outcomes for All

• In Event: Exploring Possibilities: Effective Educational Approaches to Improve Outcomes for Marginalized Youth From Birth to Adulthood

Abstract

Recent research has greatly increased our understanding of the timing and development of key skills needed for success in school and life (e.g. Shonkoff, 2010; Test, Mazzotti, Mustian, Fowler, Kortering, & Kohler, 2009). Specifically, skills linked to successful transitions, school outcomes, and post school success do not begin developing at Kindergarten or even preschool. Rather, the skills necessary for success in school and life emerge in the youngest of ages with a significant amount of development occurring before traditional schooling ever begins (Shonkoff, 2010; Rous, Myers, & Stricklin, 2007). With seven hundred new neural connections forming every second in the brain of young children under age three, we are building the foundation for lifelong learning and success during these young ages (Center on the Developing Child at Harvard University, 2009).

Many children arrive at the school door with delays in academic and school readiness skills. This is particularly true for at-risk populations who often demonstrate a year or more delay in language, early learning, and social emotional skills compared to similar age peers at Kindergarten (Kuhl, 2011). Yet, if we intervene early, many of these delays can be mitigated (U.S. Department of Education, 2015). Longitudinal research by Hebbeler & Spiker (2007) demonstrates that intervening early and providing specialized supports and services to infants and toddlers with developmental delays or disabilities decreases the need for special education services at Kindergarten by 42%. In addition, high quality preschool and other early education initiatives, such as curriculum based home visiting, are linked to school readiness, post-school, life, and even long-term health outcomes (Schweinhart, 2005; Shonkoff, 2010; U.S. Department of Education, 2015). Therefore, these services not only impact immediate outcomes but also benefit society as a whole. Economists calculate that four to nine dollars are saved later in life for every dollar spent intervening early through use of high quality early childhood interventions (Center on the Developing Child at Harvard University, 2009; Heckman, 2006). Children who receive supports starting in the youngest of ages not only attain higher outcomes in school but also demonstrate enhanced post-school and life outcomes as well (Heckman, 2006). This is especially pertinent to groups who are underrepresented in the literature, such as young children with disabilities and culturally and linguistically diverse children and youth (CLD). Yet, most initiatives and educational discussions that include early education are referring to practices starting at age three or preschool and beyond. Although it is a welcome shift to see more states integrating preschool into long term planning and supports for education (U.S. Department of Education, 2015), a critical period is often still missed in the continuum; birth to age three.

Therefore, this panel participant will focus discussion on the importance of linking practices and aligning frameworks to optimize the outcomes of ALL children, particularly those in marginalized populations. Specifically, findings from the collaboration of several federally funded centers to analyze and identify the evidence-based practices that manifest from birth to adulthood will be discussed; including implications for future research and policy.

Author

• Sondra Stegenga, University of Oregon