Talk to your Body
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Talk to Your Baby
Janet & David Townend
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Improving early language development leads to Bigger vocabulary Better sentence construction Earlier reading and writing readiness Readiness for learning other languages Enhanced cognitive potential
but, are babies in Tanzania getting a good enough early language experience?
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Encouragements and Challenges
‘Are you sure Tanzanian mothers don’t talk to their babies?
‘Of course mothers interact with their babies…’ ‘That makes complete sense to me…’ ‘Go for it!’and finally, from MoEVT “Let’s do it”
Many meetings followed.....
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We went to the field
We piloted the attitude questionnaire We taught a lesson to Standard 5, about
the importance of talking to babies We talked to groups of mothers in village
churches
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Now the project looks like this
Key activities (to be completed): Community-based research Focus on community reach for intervention Incorporation of learning into existing early
childhood development (ECD) provision Incorporation in curricula (primary, adult &
training of relevant professionals) Training of trainers Learning packs for self-study Information campaign
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Partner organisations (so far): Inter-ministerial Task Force (3 ministries) UDOM WAMA Children in Crossfire VSO TECDEN Monduli Pastoralist Development Initiative
+ UDSM, UWEZO, World Bank, Save the Children, TAWREF, CSWD (Mafia) are getting involved
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What the stakeholders are doing now Shifting ownership from volunteers to Tanzanian
stakeholders. Expressing their strong desire to bring about
behaviour change, starting now. Distributing responsibilities between
stakeholders. Following up their commitment to using existing
routes Focusing on rural poor, as the most needy group Making progress on the key activities
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Research evidence
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Nobel prize winning economist and child development expert, James Heckman, wrote recently:
“Skill formation starts in the womb. The early years of a child’s life before the child enters school lay the foundations for all that follows”
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Neural connections for language (Harvard University) Are established mostly in the first
year Depend upon a good language
environment Question: How many words do you
think an infant in Tanzania typically hears at home in one hour?
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Number of words heard
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Literacy acquisition depends on language levels at 24 months (Blanden, 2006) Academic success correlates very highly with size of vocabulary at age 5 (Roulstone et al., 2011)
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International researchers agree that: Language skill is central to intellectual
and social development in children (Cain & Oakhill, 2007)
Some say it is the most important factor (Harvard University)
Language development is most active in the first year of life (Ryan & Deci, 2000)
Early language experience is the most important experience for children to achieve their potential (Sylva et al., 2008)
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Why start early?
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Cost to benefit ratio of interventions in early education
Is highest in the first three years (Doyle et al., 2007)
This is before the start of formal education (Heckman, 2011)
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What affects ECD?
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What affects ECD?
Home environment is even more important than length of time at preschool
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Conclusion
Parents must be their child’s first teachers
Education starts at birth
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Effects of socio-economic status
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The rich win on Better school readiness Larger vocabulary Fewer behaviour problems This is why Zungumza na Mtoto
Mchanga must target the disadvantaged. In Tanzania, that means the rural poor.
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What do we already know in Tanzania?
Anecdotal & observation evidence so far:
Little verbal interaction between parents and babies
Parents do not expect babies to need / understand language
Hardly anyone knows of the importance of early language
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There is now a need for:
Baseline research to establish present language experience of babies
Attitude survey to establish current beliefs & practice about language & babies
Investigation of the effectiveness of capacity building among families
Reporting of the findings
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References Harvard University Centre on the Developing Child. ‘In Brief: the science of
early childhood development’. www.developingchild.harvard.edu . 2007. Blanden, J. ‘Bucking the trend – what enables those who are disadvantaged in
childhood to succeed later in life?’. 2006. Cited in DfE/DoH ‘Supporting families in the foundation years’. London, UK: HMSO, 2011.
Roulstone, S.et al. ‘The role of language in children’s early educational outcomes’. London, UK: DfE, 2011.
Cain, K. And Oakhill, J. ‘Children’s comprehension problems in oral and written language’. Guilford Press, 2007.
Harvard University Centre on the Developing Child. ‘In Brief: the science of early childhood development’. www.developingchild.harvard.edu . 2007.
Ryan, R. and Deci, E. ‘Intrinsic and extrinsic motivations: classic definitions and new directions’. Journal of Contemporary Educational Psychology, vol. 25, pp. 54-67. 2000.
Sylva, K. et al. ‘Effective pre-school and primary education 3-11 project: pre-school, school and family influences on children’s development during Key Stage 2 (age 7-11)’. 2008. Cited in DfE/DoH ‘Supporting families in the foundation years’. London, UK: HMSO, 2011.
Taylor, M. ‘The politics of parenting’. In Brack, D. et al. ‘Re-inventing the state: social liberalism for the 21st Century’. 2007.
Doyle, O. et al. ‘Early childhood intervention: rationale, timing and efficacy’. 2007.
Heckman, J. ‘The American family in black and white: a post-racial strategy for improving skills to promote equality’, 2011.
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