The ‘Preventative
Services’ agenda
Nathan Loynes
Key Themes
• Social Justice
• Anti-poverty Strategy
• Non-stigmatised services
• Infantile determinism and brain malleabil...
Why Early Intervention?
• “ Like it or not, the most important mental
and behavioural patterns, once established,
are diff...
Financial Investment and return
Or put another way
(Schweinhart, Barnes & Weikart, 1993) Perry preschool evaluation)
Critical Period
• “There is a critical period’ which extends for at
least the first few years of life (Rose &
Chalmers, 19...
Human Capacity to Learn
What you take into school is what you
take out of school
“ If the race is already halfway
run even before children begin
s...
Melhuish (2006)
Summary
• The expansion of services for children between 1997-2008 was
unprecedented. (ECM).
• There are ‘ideological’ arg...
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Prevention and protection

Published on: Mar 4, 2016
Source: www.slideshare.net


Transcripts - Prevention and protection

  • 1. The ‘Preventative Services’ agenda Nathan Loynes
  • 2. Key Themes • Social Justice • Anti-poverty Strategy • Non-stigmatised services • Infantile determinism and brain malleability • The USA influence of headstart • Proactive services including APIR (CAF) assessments and ‘Outreach’ • Every Child Matters • The Children’s Plan • The recession and reducing taxpayer costs.
  • 3. Why Early Intervention? • “ Like it or not, the most important mental and behavioural patterns, once established, are difficult to change once children enter school.” (Heckman & Wax, 2004). • In other words, the Jesuit maxim: ““Give me a child until he is seven and I will give you the man”.
  • 4. Financial Investment and return
  • 5. Or put another way (Schweinhart, Barnes & Weikart, 1993) Perry preschool evaluation)
  • 6. Critical Period • “There is a critical period’ which extends for at least the first few years of life (Rose & Chalmers, 1971, p. 247). During this critical period aspects of cognitive functioning, related to experience and symbolic functioning can be enhanced.” (Source: Athey, 2007, p 32)
  • 7. Human Capacity to Learn
  • 8. What you take into school is what you take out of school “ If the race is already halfway run even before children begin school, then we clearly need to examine what happens in the earliest years.” (Esping-Andersen, 2005)
  • 9. Melhuish (2006)
  • 10. Summary • The expansion of services for children between 1997-2008 was unprecedented. (ECM). • There are ‘ideological’ arguments for helping the disadvantaged; perhaps summed up by ‘social justice’. • There are ‘evidence informed’ arguments for helping the disadvantaged; perhaps summed up by ‘the Heckman curve’. • Early intervention and preventative services require a more sophisticated understanding and application of ‘children’s needs’ than perhaps envisaged by thresholds of s.17; s.47 of The Children Act 1989. • Sure Start/Children’s centres were a manifestation of Labour ideology (Levitas, 1998) • Evaluations of ‘preventative services’ (i.e. the effectiveness of SureStart) are somewhat tenuous in the UK. • Question: Should we pursue preventative agendas without conclusive evidence of their effectiveness?

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